REPORT 



OF THE 



STATE BOARD OF REGENTS 



AND 



STATE VOCATIONAL BOARD 



OF 



WEST VIRGINIA 



FOR THE 



TWO YEARS ENDING JUNE 30, 1918 



ISSUED BY M. P. SHAWKEY, PRESIDENT AND CHAIRMAN 

STATE DEPARTMENT OF SCHOOLS 

CHARLESTON, W. VA. 




CHAfltESTON 
1918 



Collected «•*. 






TKiaUNC PRIMTINO CO.. CMASLttTOM, W. V*. 



LETTER OF TRANSMITTAL 



Charleston, W. Va., 

Oct 1, 1918. 

Honorable John J. Cornwell, 
Governor of West Virginia. 
Sir: 

In accordance with the provision of law, the State Board of 
Regents, ex-officio, the State Vocational Board, herewith respect- 
fully submits its report covering the two years ending June 30, 
1918. 

Respectfully submitted, 

M. P. Shawkey, President. 
George S. Laidley, 

E. W. Oglebay, 
N. G. Keim, 

F. N. Sycafoose. 
J. F. Marsh, Secretary. 



D. of D. 
APh 26 19,9 



PREFACE 



This report has been prepared for the following purposes: 

1. To comply with Section 20, Chapter 58, of the Code of West Virginia 
requiring such a report. 

2. To furnish the Governor and members of the Legislature a basis for making 
recommendations and appropriations for the state educational institutions. 

3. To suggest suitable legislative action for the proper development of the 
institutions referred to. 

4. To give to interested citizens facts upon which to base their estimate of 
the value of the services of these institutions. 

5. To record, in brief form, a faithful record of the condition, work, chief 
changes, and development of each institution for the period covered, for com- 
parison and future reference. 

6. To give an account of the work of the State Board of Regents and its 
Secretary. 

Economy well emf»hasized by war conditions has been kept in mind in pre- 
paring these pages, and accounts for the brevity and condensed form of this 
report. 

The Board of Regents acknowledges the courteous co-operation of the State 
Board of Control and refers those interested in the material improvements, 
and financial affairs of the state educational institutions to the complete re- 
ports of that board. 



SALARY AND EXPENSES OF MEMBERS, STATE BOARD OF REGENTS 



Year Ending June 30, 1917 

N. G. Kem 
1917 

June 7 Check for expenses $ 87.58 

June 30 Check for expenses 74.64 

Total for expenses % 162.22 

Salary for four and one-fourth months 354.16 

Total paid Regent Keim % 516.3S 

Geo. S. Laidlet 
1917 

Jan. 8 Check for expenses S 40.71 

May 21 Check for expenses 20.40 

June 25 Check for expenses 40.65 

Total for expenses $ 101 .76 

Salary for twelve months 1,000.00 

Total paid Regent Laidley $1,101.76 

Jos. M. MXJSPHT 

1916 

Dec. 4 Check for expenses S 27.00 

1917 

May 7 Check for expenses 12.00 

June 30 Check for expenses 85.95 

Total for expenses $ 124.95 

Salary for twelve months 1,000.00 

Total paid Regent Murphy $1,124.95 

E. W. Oglebat 

Salary for twelve months $1,000.00 

Total paid Regent Oglebay $ 1,000.00 

Arlen G. Swigeb 

1916 

Sept. 15 Check for expenses $ 12.25 

Nov. 9 Check for expenses 15.60 

Dec. 4 Check for expenses 12.00 

1917 

Mch. 2 Check for expenses 15.60 

Total for expenses $ 55.45 

Salary for seven and three-fourth months 645.84 

Total paid Regent Swiger $ 701.2* 

M. P. Shawket 

1916 

Dec. 1 Check for expenses i $ 23.35 

1917 

Jan. 22 Check for expenses 67.50 

Apr. 7 Check for expenses 26.85 

May 21 Check for expenses 23.65 

Total for expenses $ 198.30 



Year Ending June 30, 1918 

N. G. Keim 
1918 

Apr. 1 Check for expenses $ 107.91 

July 2 Check for expenses 83.39 

Total for expenses $ 191.30 

Salary for twelve months 1,000.00 

Total paid Regent Keim , $1,191.30 



8 Report of [W. Va. 

Geo. S. Laidley 

1917 

Sept. 14 Check for expenses $ 14.95 

Sept. 20 Check for expenses 53 47 

1918 

Jan. 22 Check for expenses 66.62 

Apr. 16 Check for expenses 22.07 

Apr. 16 Check for expenses 29.26 

June 19 Check for expenses 63.93 

Total for expenses $ 250.30 

Salary for twelve months 1,000.00 

Total paid Regent Laidley $1,250.30 

E. W. Oglebat 

Salary for twelve months $1,000.00 

Total paid Regent Oglebay $1,000.00 

F. N. Stcapoose 
, 1917 

Oct. 15 Check for expenses $ 29.30 

1918 

Mch. 26 Check for expenses 28.60 

Apr. 18 Check for expenses 23.73 

June 17 Check for expenses 43.91 

July 10 Check for expenses 48.33 

Total for expenses $ 173.87 

Salary for twelve months 1,000.00 

Total paid Regent Sycafoose $1,173.87 

M. P. Shawkey 

1917 

Aug. 27 Check for expenses $ 19.65 

Nov. 24 Check for expenses 22.50 

Dec. 14 Check for expenses 30.60 

1918 

Jan. 16 Check for expenses 43.25 

Mch. 6 Check for expenses 25.95 

Mch. 27 Check for expenses 50.00 

May 15 Check for expenses 23.70 

June 17 Check for expenses 36.60 

Total for expenses S 252.25 

PAGE— 16 

WORK OF THE STATE BOARD OF REGENTS 

Meetings. The meetings of the board are determined by the demands of 
the business to be considered. It is understood by the ofTicials of the state edu- 
cational institutions that an Annual Meeting will be held the latter part of 
June of each year for the appointment of officers and teachers and the con- 
sideration of general policies; and, that other meetings will be called when 
there is urgent need for action that cannot be taken by a special committee. 
The board believes, that in the interests of economy, no more meetings should 
be held than are absolutely necessary to the efficient management of the institu- 
tions. The president, secretary, and standing committees for each institution 
;are instructed to pass upon ordinary questions needing attention in the interim 
±)etween meetings. During the biennium, meetings have been held as follows: 

Date Place of Meeting 

1916 

August 26 Charleston 

October 14 Charleston 

November 29-30 Morgantown and Fairmont 

1917 

January 4-5 Morgantown 

February 22. . . • Charleston 



1918.] State Board of Regents. 



March 21-22 Charleston 

April 6 Fairmont 

June 11 Morgantown 

June 17-20 (Annual Meeting) Charleston 

August 3-4 Wheeling (Waddington) 

October 2 Charleston 

December 28-29 Clarksburg 

1918 

January 10 Morgantown 

March 11-12 Washington, D. C. 

March 26 (Joint meeting with Board of Control) Charleston 

June 24 (Joint meeting with State Board of Control) Charleston 

June 24-26 (Annual Meeting) Charleston 

Conferences. In order to keep itself informed on questions related to its 
duties the Board as a whole and through its representatives has many conferences 
-with national and state bodies and representatives. Within the two years covered 
by this report conferences have been'^held wdth the United States Department of 
Agriculture, the Federal Board for Vocational Education, the General Education 
Board, the Governor of West Virginia, the Committee on Finance of the State 
Legislature, the State Board of Control, and the Principals of our state normal 
schools and other state educational institutions. Through such contact, the 
Board and its members feel that it can get the information and point of view 
needed to guide official acts. 

Representatives at Professional Meetings. The Board believes that 
the value of its service depends in part upon its ability to direct the state edu- 
cational institutions in line with the best thought as expressed by the national 
and state leaders at professional gatherings. In agreement with this policy members 
and representatives of the Board have attended meetings of the National Edu- 
cation Association, the Conference for Education and Industry in the South, 
the National Rural Education Conference, the Society for the Promotion of 
Vocational Education, the Win-the-War Convention, the Association of Agri- 
cultural and Mechanical Colleges, the State Educational Conference, Educational 
Hound Tables, the School Code Conference, Farmers' Week at the West Virginia 
University, Food Conservation Conferences, and other state and local gatherings 
to consider questions touching the work and responsibilities of the state educa- 
tional institutions. 

Visits to Institutions. One or more members of the Board attends the 
■commencement exercises of each institution to obsen,re the results of the year's 
work, to consult with the president and faculty regarding the needs of the ensuing 
■school year, and to offer encouragement to the officials, students, and friends of 
the school. The president makes at least one other visit to each school annually, 
and the combined visits of other members aggregate about one visit from a 
regent to each institution per annum, while the secretary, in normal times, goes 
to each school for an official visit three times each year, and much more often 
to the State University. Through such personal contact and observation, the 
Board aims to get the facts and point of view that will enable it to pass intelli- 
.gently upon the recommendations of the presidents of the institutions governed 
by the Board. 

Routine Office Work. The regular correspondence of the Board is kept up 
by the president and secretary, the records of the minutes, the official docu- 



10 Report of [W. Va. 

ments, the financial statements, and the publications of the Board and schools 
are kept on file in the Department of Schools at the State Capitol. 

Work of the Secretary. 

Since the secretary is a paid officer of the Board, his main duties and an indi- 
cation of how they have been performed are here recorded so that the Governor 
and members of the Legislature may determine whether the office is worthy of 
state support. The State Department of Schools pays in salary and expenses 
enough to claim about one-third of the time of the secretary, thus leaving 
about two-thirds of his time for service connected with the Board of Regents. 
The following outline will indicate briefly his chief duties: 

Office Work. The minutes of each meeting are recorded and finally bound 
in a permanent volume; copies are sent to each member of the Board, and 
appropriate sections forwarded to the heads of institutions. Followng each 
meeting much work is required to carry out the resolutions and directions of the 
Board relative to announcements to the schools and investigations. Records of 
attendance and work done by each teacher are compiled and distributed. Ap- 
proved payrolls of each institution are prepared and certified for the State Board 
of Control each year and the copy for catalogs examined, coirected and appioved. 
The office work here listed together with daily correspondence coming from the 
schools and many sources within and without the state concerning the educa- 
tional institutions plus the editorial work indicated below requires about six 
months of work each year. 

Editorial Work. The following list shows the nature of the editorial work 
connected with the secretary's office: 

Biennial Report of State Board of Regents. 

Report of State Educational Institutions to State Superintendent for his 

Biennial Report. 
Rules and Regulations of the State Normal Schools. 
Plans for Vocational Education under the Smith-Hughes Law (For State 

Vocational Board). 
Vocational Education in West Virginia. (For State Vocational Board.) 
Forms for State Vocational Board. 

Articles Each Month for West Virginia School Journal and Educator. 
Among our State Schools — ^A type-written publication several numbers of 

which are prepared each year for regents and heads of institutions. 
Miscellaneous material and articles for the publications of the State Depart- 
ment of Schools. 

Field Work. The Board charges its secretary with learning at first hand 
conditions in the state educational institutions from time to time, and of acting 
as a field agent for the Board as far as other duties will permit. Within the 
two years covered by this report, the secretary, has done field work as follows: 

Number visits to institutions 61 

Number meetings attended in the state. (Addresses at most of them) 52 
Number meetings attended outside the state. (Several required at 

Washington on official business.) 10 

Number days in Wp-st Virginia Teachers' Institutes 40 



1918.] State Board of Regents. 11 

Food Campaign. Upon the request of the State Council of Defense and 
with the consent of the Board of Regents, the secretary took charge of the First 
Food Pledge Campaign in West Virginia September 25, 1917 and gave the major 
part of his time to the work for six weeks. The Board felt that it should make 
this loan of service which, after all, was educational in its nature. 

Work for State Vocational Board. The last Legislature made the State 
Board of Regents, ex-oflficio, the State Vocational Board to have charge of 
the work done under the Federal Smith-Hughes Law. The secretary of the 
Board of Regents has acted as secretary and vocational director for the Voca- 
tional Board, the work of which is fully outlined in Part Two of this report. 

The Guiding Policy of the Board of Regents 

This Board has attempted, at all times, to base its actions upon broad, sound 
principles, so that a consistency may characterize the official record of decisions 
of all degrees of importance. Some of these principles follow: 

1. View all Institutions as a Whole. The Board has aimed faithfully 
to treat each institution as a branch of a imited system. While this policy may 
bring occasional disappointment to some institution, it will prevent overlapping 
and the resulting waste. The complete application of this policy will finally 
assign all of the preparatory work of the state normal schools to the state prepara- 
tory schools, and the academic work not belonging to normal courses to our state 
university. 

2. Policies as to Salaries. This Board acts upon the theory that a fixed, 
arbitrary scale of wages is a device for discouraging the development of initiative 
and individual worth. In spite of some honest protests from teachers who are 
disappointed, the Board still prefers to fix salaries each year upon the merits 
of the teachers concerned. The individual's worth must, for the most part, 
be determined by the head of the school, but the Board uses all the means at 
its disposal to ascertain the comparative values of the teachers of a faculty. 
Well-established differences in the cost of living and the work to be done in 
institutions belonging to the same group account somewhat for the differences 
in salaries of teachers doing similar work, although these inequalities are disap- 
pearing. The Board wishes to leave the road to promotion in rank and salary 
wide open to teachers with no speed limit to vex the worthy, ambitious public 
servant. 

3. Policy as to Administration. Finding and encouraging real educational 
leaders for the heads of institutions represent the largest ser\'ice the Board 
can perform. The Board believes that the heads of the schools should take 
the initiative in the selection, and the direction of subordinates with the under- 
standing that the State Board will be called upon for confirmation, or original 
action in situations affecting the general policy of the Board. In brief it believes 
that it is its chief business to select a few educational experts who are in turn 
to select expert assistants to accomplish definite purposes set out by law, and 
determined by the Board. The Board is to be judged by its selections and those 
whom it selects are to be judged by the degree in which they accomplish the 
expert service the state pays them for doing. 

Through the suggestions of the heads of the institutions and from past exper- 
ience, the regents establish general rules and regulations under which institu- 
tions may exercise a wide range of freedom in carrying out their part of the state's 
program of education. 



12 



Report of 



[W. Va. 



LEGISLATIVE APPROPRIATIONS FOR STATE EDUCATIONAL 
INSTITUTIONS 



The State Board of Hcgoiils has found Ihc Legislature always ready to give 
fair consideration to the claims of the state educational institutions for financial 
support. The table below indicates a steady increase in appropriations that 
seem very generous. The regents have not found it advisable to set out in this 
report the exact financial needs of each institution and the reasons therefor, 
because it has been found more satisfactory to join the State Board of Control 
in a special report covering such items, which can be presented and explained 
to the proper legislative committees in conference. 

Buildings. Most of the institutions have passed through a building program 
that provides for present needs. The regents are convinced that the success of 
our state educational institutions depends, in a large measure, upon proper 
dormitory facilities. Such provisions have been made, except at Fairmont 
Normal School and Concord Normal School, whose claims for such buildings 
should have careful consideration. There is urgent need for a small shop building 
at Bluefield Colored Institute, and for a building to take the place of the one 
-destroyed by fire at the West Virginia Collegiate Institute. The College of Law 
of the West Virginia University, which, according to all indications, will grow 
rapidly in attendance after the war, is much in need of a separate building for 
its important work and valuable library. These and other special needs in 
buildings and equipment will be presented with explanatory facts, if condi- 
tions make appropriations for such purposes advisable. 

Salaries. In spite of considerable increase in appropriations for salaries, 
and in the rate of salaiies, our institutions are often put to disadvantage when 
competing with other institutions for the services of experts. The heads of 
our schools and the Board of Regents are doing what they can to keep the number 
of teachers as low as sound work will permit, and will ask the Legislature for 
appropriations that will provide salaries in keeping with the nature of the serv'ice 
required, and the present cost of living. The following table may be used as a 
general basis for such appropriations: 

LEGISLATIVE APPROPRIATIONS FOR SALARIES OF OFFICERS, TEACHERS AND EMPLOYEES, 1910-18 
West Virginia State Educational Institutions 



INSTITUTION 


1910 


1911 


1912 


1913 


1914 


1915 


1916 


1917 


1918 


W. Va. University 

Mont. Prep. Branch.., 

Keyser Prep. Branch 

Marshall CoIIckc 

Fairmont Normal School 
West Liberty Normal. . . 

Glenville Normal 

Shepherd College 

Concord Normal 

W.Va. Coll. Institute... 
Bluefield Col. Institute.. 


$ 73,500 
6,200 
8,446 
22,005 
14,994 
8,500 
8,220 
9,600 
9,600 
18,700 
7,150 


S 89,000 
7,000 
8,000 
24,770 
19,780 
9,500 
11,200 
10,600 
12,500 
17,500 
6,000 


S 95,000 
7,000 
8,000 
24,770 
19,780 
9,500 
11,200 
10,600 
12,500 
17,500 
6,000 


$ 90,000 
6,500 
8,000 
28,000 
21,000 
9,500 
11,000 
10,000 
12,000 
16,000 
6,000 


S 105,000 

7,500 

9,000 

40,000 

28,000 

12,500 

14,000 

13,000 

16,000 

20,000 

8,000 


$ 140,000 
8,000 
10,000 
40,000 
30,000 
14,000 
16,500 
14,500 
18,000 
21,500 
9,000 


$ 140,000 
8,000 
10,000 
42,000 
31,000 
14,000 
17,000 
15,000 
18,000 
23,000 
9,000 


8 185,000 
8,000 
10,000 
43,000 
35,000 
14, .500 
19,000 
17,500 
20,000 
29,850 
13,000 


8 185,000 
8,000 
10,000 
43,000 
35,000 
14,500 
19,000 
17,500 
20,000 
29,850 
13,000 


Totals 


$ 186,915 


8215,850 


S 221,850 


$ 218,000 


$ 273,000 


$321,500 


8 327,000 


$ 394,850 


8 394,850 



1918.] State Board of Regents. IS 

WEST VIRGINIA UNIVERSITY 

Fbank B. Trotteh, LL. D., President 

Complete Reports Elsewhere. A wise law passed l)y the last session of 
our Legislature (1917) prohibits unnecessary duplication in official reports. 
In accordance with that law and the policy of war-time economy details concern- 
ing the work and growth of our greatest state educational institution for the 
last two years that might well fill several hundred pages will be omitted from 
this report. Persons desiring such details should refer to the following: 

Report of State Board of Control, Charleston: 

For material improvements, financial statements and general facts. 

Catalogue of West Virginia University, Morgantown: 

For organization, courses of study, rules and regulations and roll of students. 

Report of West Virginia Agricultural Experiment Station, Morgantown: 
For complete report of that important branch of the University. 

Special Bulletins Published by the Different Colleges and Departments. 

Official Records of State Board of Control and State Board of Regents, Charleston : 
These Boards are prepared to give any details concerning the state institu- 
tions which may be of service to the citizens of the state or other inter- 
ested persons. 

The paragraphs here devoted to the progress of our University will be intended 
to set out changes of policy and signs of professional advancement that may 
not be emphasized in other reports and that seem peculiarly appropriate to 
this report. 

General Progress and Prosperity. Under the steady leadership of Presi- 
dent Frank B. Trotter, assisted by an able, loyal corps of administrative officers 
and teachers, our University has enjoyed a biennium of satisfactory growth in 
numbers, and an increasing amount of puljlic appreciation and favor. When 
we entered upon our duties in the Allied Battle Line the attendance had reached 
the high mark for the history of the institution — 1179 candidates for degrees, 
and additional students in schools and special courses to bring the grand total to 
2,788. The new Agricultural Hall, and the Ladies' Dormitory were being erected,, 
and the large, new farms were being rapidly improved and equipped with modern 
machinery and buildings. Moreover, a general expansion was taking place in 
the courses of study, plans for investigation and research, and the extension of 
field work. The institution, as will be seen below, cheerfully redirected much of 
its energy toward winning the war and put aside, for the time being, some am- 
bitions which can be carried out with new vigor and insight when the world 
has been made safe for democratic institutions. 

The University and the War. President Trotter, in his report to the Board 
of Regents, says: 

"This report differs from all its predecessors in that every form and phase of 
University life and activity is overshadowed by the great world crisis occasioned 
by the deadly struggle going on in Europe at the present time in which all the 
colleges and universities of America are called upon to play an important part, 
and our own University is doing her part nobly. Already our service flag shows 
something over eight hundred graduates and students in the different forms of 
military activity." 

The faculty and students have subscribed their full quotas to all war interests; 
one professor devotes his whole time to the State Food Administration; another 
is employed in the shipbuilding yards at Quincy, Mass.; another is in the aviation 



14 Repobt of [W. Va. 

service at Kelley Field; several are legal advisors and lecturers for the Red 
Cross; some prepare material for the National Editorial Service; a large number 
of the experts in agriculture are engaged for a part or all of their time in advisory 
or administrative service in connection with the emergency food production and 
distribution; the leading scientists of the faculty are responding to calls for 
special investigation in their respective fields looking to war needs. A Special 
Report on War Activities of our University has been prepared for the Governor 
and Legishiture. That report will give the details of the activities listed above, 
and will explain the regular Military Sections established by the Federal author- 
ities which provide for (I) military and vocational training for about 800 draftees, 
and (2) military and collegiate training for 700 young men registered under the 
new Draft Law. 

Relation to other Schools. As the high schools advance in their develop- 
ment and the University tends more and more to recognize all forms of educa- 
tional demands made upon lower schools, the entrance from the lower to higher 
institution becomes easier and better articulated. Under the present regulations 
the graduate of any first class high school can enter the University, and, as a 
rule, can make during his college course, adjustments necessary to meet gradua- 
tion requirements. 

The most important action taken within the two years relative to the Uni- 
versity's relationship to other schools dealt with a uniform method of recognizing 
credits earned in our state normal schools. (See Rules and Regulations in this 
Report.) 

Mill Tax. This Board joins the President of the University in directing the 
attention of the Governor and members of the Legislature to the good features 
of the Mill Tax as a method of supporting a state university. If it is deemed 
advisable to consider such a bill at the coming session, the regents will be pre- 
pared to submit sample laws, and facts to show the results of their application 
in other states. The following paragraph is quoted from the Presidents' report: 

"Again in urging the necessity of an act creating a Mill Tax, I must call to 
the attention of the Boards the fact that the most successful state universities 
are supported in this way. No institution can continue to prosper and grow 
with support guaranteed for only two years at a time. Our plans should be 
made, looking ahead ten years or more and this can be done only when support 
for a long series of years is provided without question. Adequate salaries and 
just retiring allowances depend on some provision of this kind." 

Colleges of Arts and Sciences 

J. M. Callahan, Ph. D., Dean 

Extension Service, New Emphasis and Research. With no attempt to 
record here the work and development of this college, we are pleased to note the 
signs of progress indicated by the heading of this paragraph. 

During the biennium systematic extension work upon a college standard has 
been inaugurated and carried on in Wheeling, Moundsville, Parkersburg, St. 
Marys, Huntington, St. Albans, and Charleston, with about 125 regular students 
each year. Dr. C. 11. Ambler, who did this work during 1917-18, reports that 
more than 1,000 students could be enrolled in such field classes if instructors 
could be provided. This Board believes this branch of service should be extended. 

The modern trend of educational thought has been recognized by a new em- 
phasis upon the subjects included in the departments of Economics and Sociology 



1918.] State Board of Regents. 15 

and the Sciences. Our state's political and social life should be enriched and 
elevated and its great natural resources rapidly and wisely developed through 
the work of these and other departments that are making definite studies for the 
direct betterment of our commonwealth. 

A list of a score or more of books and important treatises written within the 
last year or two by the members of this faculty given in the report of the dean 
shows the spirit and the ability of the professors to make investigations and 
literary contributions that carry useful information far beyond the class-room 
and bring honor and prestige to the university. This Board pledges itself to 
seize every opportunity to take appropriate action looking to the encourage- 
ment of research and literary work by the members of the several faculties of 
our University. 

College of Engineering 

C. R. Jones, M. M. E., Dean 

War Center, Close to State's Interest. The nature of this college made it, 
from the beginning of the war, a center for military activity. Its response to 
this duty may be summed up as follows: 

(1) A large percentage of students and members of the faculty volunteered 
for active military service. 

(2) The Government's request to "speed up" the regular program was fol- 
lowed, a continuous session of intensified work from June 17 to December 15, 
1917 being held. This enabled a large senior class to finish its work seven months 
early. 

(3) On May 10, 1918, a contract with the War Department was signed to 
furnish trade and technical instruction to conscripted men — 167 men entering 
upon this work June 15, 1918. Since that time the contract has been changed 
to include about 800 men in contingents of 200 each two months during 1918-19. 

(4) Nearly all members of the faculty have performed some special public 
or technical service for the Winning of the War. 

The list of the departments below which have been started or emphasized 
during the biennium indicate the close relationship between this college and the 
industrial life of the state. 

(a) Deifartment of Mining Engineering. Equipment for oil, gas, and 
fuel testing, and coal washing have been provided, and preparations are being 
made for a mining laboratory in keeping with the importance of that in ustry 
in the State. The Bureau of Mine Research is co-operating with State Mining 
Department. 

(b) Mining Extension. In 1916-17 there were enrolled in regular field 
classes 2,076; in 1917-18 there wre 369 (decrease caused by loss of instructors). 
More than 3,000 other miners were reached each year by special lectures. 

(c) Highway Engineering. This department co-operating with the 
State Road Commission is playing an important part in the successful campaign 
for good roads in West Virginia. The Extension School of Good Roads of 1917-18 
enrolled 435. 

(d) Chemical Engineering. A fair beginning has been made in this field 
that has unusual service to perform in this State. 

The dean in his official reports recommends the establishment of an Engineer- 
ing Experiment Station, and courses of instruction in ceramics, architecture and 
agricultural engineering. ^ 



1917-18 


Apr. 1918 


Enrollment 


Enrollment 


1,111 


696 


32 


18 



16 Report of [W. Va. 

College of Law 

H. C. Jones, LL. B., Dean 

Off to War, Law Quarterly, Need for Building. The dean in his abl 
rep'jrt sIioa-s that the law students of American universities were among the 
first to rusli off to war. The following summary gives the elTect upon attendance: 

1916-17 
LMSTiTarioNs Enrollment 

Ten leading Law Colleges 2,598 

W. Va. Law College 70 

The report says "These statistics indicate not only that probably 80*^^ of 
last year's law students are now in military service, but that probably over 70% 
of those who would have commenced law study in September, 1917, entered the 
military service." The reduction in attendance has made it possible for the 
faculty of this college to furnish one man to the State Food Administrator, one 
to overseas Red Cross Work, and others on part-time to the legal department 
of the Red Cross. 

The West Virginia Law Quarterly now published by the faculty through the 
co-operation of the Bar Association represents the advance steps being taken by 
our College of Law. The publication compares favoral)ly with the best in its 
field and contains notes and articles of much value by the members of the faculty 
and bar. 

The regents join the clean in recommending strongly that the Legislature 
provide a suitable building in which to house the valuable law library now without 
convenience or protection, and to take care of the large student body that is 
sure to seek the advantages of this college after the war. 

John Lee Coulter, Ph. D., Dean 

John Lee Coulter, Ph. D., Dean 

A Home at Last, Holding a Strong Faculty. By the time this report 
reaches the reader the College of Agriculture, with all of its depailments and 
divisions, will be well-housed in its new home — Oglebay Hall — one of the best 
buildings of its kind in the country. Provided with such a working center and 
about 700 A. of typical West Virginia farm land, the college and the farmers it 
represents have truly "come into their own." The detailed reports printed in 
the volumes referred to at the beginning of this report will show how well the 
institution is using its new advantages and meeting its new responsibilities. 
The Legislature should not stop in its program of developing this branch of the 
University until it has provided adequate equipment for the new building and 
farms. 

Unless the College of Agriculture can maintain from year to year a highly 
trained, closely organized faculty, the plant and equipment cannot avail much. 
Fortunately our state has been able to secure many high-grade scientists and 
teachers for this college, but, unfortunately, we have not been able to keep in 
our organ^ation some of the best men we have "discovered" because other 
states offered much more in the way of salaries and special opportunities. Within' 



1918.] State Board of Regents. 17 

the last school year as many as six men worthy of permanent, important posts 
in our organization have been lost. Some changes in faculties are desirable and 
natural, but too many injure the standing of the institution and lower the morale 
of the teachers remaining and the pupils who are to be instructed. Since teachers 
in this college are required to work on a fixed salary twelve months each year, 
the Dean recommends that salaries higher by about 20% than those for persons 
engaged for only the school year be provided. It is important that, by some 
means, we be prepared to hold our own in competing for talent with like institu- 
tions in other states. 

While no attempt i> made in these paragraphs to give statistics to show the 
work and growth of the institution, we are pleased to note one item typical of 
the general advancements being made. We refer to Farmers' Week at the Col- 
lege of Agriculture. During the three years l5l3-1.5, a total of 372 farmers 
attended, and, during the three years, 1916-18, a total of 2,282 came for a week 
of intensive instruction. The farmers are coming to the college, and the college 
is going to the farmers. 

Agricultural Extension Department 

C. R. TiTLOW, Director 

How this department has grown in a decade from a one-man venture with a 
budget of $7,500.00 to a state-wide organization employing more than a hundred 
experts representing an annual budget of more than $200,000.00 would make 
an interesting chapter of state history. The compactness of this report will 
permit only the following table of items intended to direct attention to the 
diversity and extent of the projects of this great department of service. 

1916-17 1917-18 

State Appropriation (including emergency) $47,476.75 $57,570.00 

Federal Smith-Lever 32,131.50 42,191.27 

County Appropriations and Organizations 28,693.63 39,'471 .00 

Miscellaneous Fees 1,415.89 222.43 

U. S. Department of Agriculture (including emergency) 25,359.00 71,570.00 

Number Administrative and Supervisory Officers 20 

Number County Agricultural Agents 40 

Number Assistant Agricultural Agents 21 

Number Home Demonstration Agents 35 

Number District Club Agents 41 

Rural Clubs 981 

Meetings by County Agents (for two years) 10,688 

Attendance at Meeting held by Agents (for two years) 508,520 

Farm Visits by County Agents (for two years) 8l[963 

Farmers Consulted by County Agents (for two years) 55,744 

Number Acres Treated by Advice County Agents (for two years) 230,832 

Number Demonstrations Supernsed by County Agents (for two years) 2,037 

Increase on account of Demonstration $137]963 

Increased ,\creage. Corn 235*000 

Increased Acreage, Wheat 63,000 

Increased Acreage, Potatoes 9^000 

Increased Acreage, Soybeans 2J00 

Enrollment Boys' and Girls' Clubs 12,386 

Attendanceof "War Substitute " Meetings (Spring 1918) Women Representing 21,135 homes 

Number Farm Women's Clubs 107 

Membership Farm Women's Clubs 3,000 

Membership Girls' Club 2^178 

Attendance 272 Farmers' Institutes 96^903 

Circulars Prepared and Distributed (137) ................[.... !'7i2,250 copies 

It is hoped that a complete report showing how this large organization has 
directed and intensified energies to producing "Food to Win the War" will be 
made available for the citizens of the state. 



18 



Report of 



[W. Va. 



School of Medicine 

J. N. Simpson, M. IJ., Dean 

A Prosperous Biennium. During Lhc two years covered by this report, 
this school has brought its equipment and organization up to a high standing 
now being fully recognized by the National Associations and Boards. The 
spirit of improvement, inquiry and public service pervades the whole faculty. 
The Legislature will be fully juslified in giving generous support to this school 
and in providing quarters for animals needed and for research that must char- 
acterize all medical schools. 

The Department of Pharmacy is proving the wisdom of those who urged its 
establishment, the attendanc(* and work having been very satisfactory. A 
new course in Commercial Pharmacy was given for the first time during 1917-18. 
It emphasizes business economics, accounting, salesmanship and advertising. 

Like all other divisions of our University, the School of Medicine has been 
affected by the war. Dr. Schultz, of the faculty, has done some special work for 
the Surgeon-General on the effects of gas, and all the courses have been directed 
to serve military needs. In discussing attendance in his report, the Dean says: 

"During the year (1917-18) we lost four students by enlistment in the army. 
All the other men of draft age have enlisted cither in the Medical or Naval Reserve 
Corps. These will be allowed to continue in school until their course is finished." 

Other Schools and Branches Performing Good Service. The Summer 
School directed by Waitman Barbc, the School .of Music directed by Louis Black, 
and the Library in charge of L. D. Arnett have been maintained at a high level 
of usefulness and well adapted to the changing demands of the times. 

WEST VIR31NIA UNIVERSITY, MORGANTOWN, W. VA. 
1916-17 

Total Enrollment In the College 





Men 


Women 


Total 


Arts and Sciences 


397 
175 
141 
70 
63 


2S5 

45 

o 


682 


Engineering 


175 


Agriculture 


186 


Law 


70 




66 






Totals 


846 


333 


1,179 



Enrollment in Other Schools and Departments 



School of Music 


^15 


90 
315 

U) 

11 
110 

48 


105 


Summer School (not counted elsewhere) 


437 




10 


Winter Short Course in Agriculture 


12 
651 
105 
120 


23 


Farmers' Week 


761 


Boys' and Girls' Prize Winner's Course (Agriculture) 


153 


School of Good Roads 


120 






Totals 


1,025 


584 


1,609 






Total Enrollraf^nt at Moreantnwn 


1.871 


917 


2,7.S8 



The total enrollment in the Summer School including 361 regular college students and 125 students who sub- 
sequently re-cnrolled in some other college or school was 734. 



1918.] 



State Board of Regents. 



19 



WEST VIRGINIA UNIVERSITY, IViORGANTOWN, W VA 

1917-18 

Total Enrollment In the College 





Men 


Women 


Total 




301 
168 
112 
31 
48 


279 

48 

1 
5 


580 




168 




160 




32 




53 






Totals (less 7 counted twice) 


653 


333 


986 



Enrollment in the Schools and Departments 



School of Music 

Summer School (not counted elsewhere) 

Nisht Classes 

Winter Short Course in Agriculture 

Farmers' Week 

Boys' and Girls' Prize Winner Course — Agriculture 
School of Good Roads 

Totals 

Total Enrollment at Mortrantown 



9 


76 


85 


44 


228 


272 


2 


9 


11 


5 




5 


596 


118 


714 


153 


61 


214 


83 




83 


892 


492 


1,384 



2,370 



The total enrollment in the Summer School including regular college students and those who subsequently re- 
«nrolled in some other college or school was 515. 



FACULTY WEST VIRGINIA UNIVERSITY 

1916-17 

F. B. Trotter, President $4,800.00 

Colleges of arts and Scienxes 

A. J. Hare, Rezistrar Professor of Latin $2,COO.OO 

A. L. Darby Associate Professcr of Rcmance Languages 2,000.00 

C. B. Cannaday Professcr of Latin 2,200.00 

John L. Sheldon Professor of Botany and Bacteriology 2,600.00 

R. C. Spander Instructor in Botany 1,100.00 

L V. D. Sliunk Instructor in Botany 1,000.00 

A. R. Whitehill Professor of Cheiristry 2,70J.OO 

r. E. Clark Professrr of Chemistry 2,400.00 

Plubert Hill Assistant Profess:r of Chemistry 1,()00.()0 

D. M. Willis Assistant Professor of Commerce 1,800.00 

E. H. Vickers Professor of Economics and Sociology 2,000.00 

B. W. King Assistant Professor of dloonomics. (Dn leave of absence. 

J. N. Deahl Professor of Educalioi 2,603.00 

C. S. Crow Assistant Prof.?ssor of Education 2,000.00 

A. G. Steele Associate Professcr of E.ducation 1,900.00 

Robt. A. Armstrong Professor of Enilish and Chaplain 2,700,00 

John H. Cox : Professor of En d'.sh 2,400.00 

Waitman Barbe Professor of En dish and Director of Summer School 2,700.00 

S. C. Smith • Associate Professor of Endish 2,000.00 

D. D. Johnson Associate Profes.scr of English 2,000.00 

S. B. Brown Professor of Geology ?,.■■( O.fO 

W. Armstrong Price Assistant Professor of Geology 2,000.00 

F. L. Strickland Professor of Philosophy 2,500.00 

F. W. Truscott Professor of German 2,600.00 

C. E. Bishop Professor of Greek 2,500.00 

J. M . Callahan > Dean of CoUe ;e of Arts and Sciences and Professor of 

History 3,120.00 

0. P. Chitwood Professor of History 2,400.00 

C. P. Higby Instructor 'n History 1,.500.00 

J. A. Eiesland Professor of Mathematics 2,600.00 

J. E. Hodorson Professor of Mathematics 2,200.00 

C. W. Waggoner Professor of Physics 2,(i00,00 

C. E. Neil Professor of Elocution 2,500.00 

Madisnn Stathers '. .Professor of Romance Languages 2,500.00 

A. M. Reese Professor of Zoology 2,.500.00 

Marv M. Atkcson Instructor in Enzlish 1,000.00 

LuellaR. Pollock Instructor in En dish I,2r0 00 

L. M. Bristol Assistant Professor of Sociology 2,000.00 



20 Report of [W. Va. 

Marcaret Buchanan Instructor in Mathematics 1,200.00 

H. M. Freeman Instructor in Physics 1,100.00 

Donald M. Gilbert Instructor in Romance Languages 1,200.00 

James (irantham Instructor in German 1,000.00 

Edward Mack Instructor in Chemistry 1,200.00 

Charles Moon Instructor in Physics 1,400.00 

Louise Ferris Chez Instructor in Physical Training 800.00 

H. R. Hunt Instructor in Zoology 1,000.00 

College of Engip^erino. 

Clement Ross Jones, Dean Professor of Steam and Experimental Engineering $3,500.00 

Frederick Lincoln Emory Professor of Mechanics and Applied Mathematics 2,500.00 

Russell Love Morris Professor of Railway and Highway Engineering 2,500.00 

Edwin Fayette Church, Jr Professor of Machine Design and Construction 2,500.00 

Edward Nathan Zcrn Professor of Mining lOngineering 2,500.00 

Roland Parker Davis Professor of Structural and Hydraulic Engineering 2,500.00 

Alexander Dennis Williams State Road Engineer and Director of the School of Good 

Roads 3,500.00 

John B. Grumbein Professor of Power and Experimental Engineering 2,200.00 

Alexander Hardy Forman Professor of Electrical and Experimental Engineering. . . . 2,200.00 

Rufus A. West Instructor in Metal Working and Stationary Engineering. 1,400.00 

S. T. Hart Assistant Professor of Engineering 1,500.00 

A. A. Hall Assistant Professor of Electrical Engineering 2,000.00 

Raymer Egbert Seaman Instructor in Woodworking and Foundry Practice 1,400.00 

Geo. Walter Grow Instructor in Drawing and Machine Design 1,400.00 

Geor?:e M. Osborne Instructor in Sanitary Engineering and Surveying 1,400.00 

Ralph S. Marshall Secretary of the College 1,200.00 

C. H. Gather Instructor in Engineering 800.00 

M. C. Nelson Assistant in Drawing 500.00 

College of Law 

H. r. .Tones, Dean Professor of Law $3,500.00 

J. R. Trotter Professor of Law 3,000.00 

Thom IS P. Hardman Associate Professor of Law 2,100.00 

J. W. Simonton Associate Professor of Law 2,200.00 

D. C. Howard Associate Professor of Law 2, 100.00 

Leo Carlin Assistant Professor of Law 2,400.00 

School op Medicine 

John N. Simpson, M. D., Dean Professor of Anatomy and Physiology $2,800.00 

Wm. H. Sehultz, Ph. D Professor of Pharmacology 2,.500.00 

Chas. H. Rodders Associate Professor of Pharmacy 2,200.00 

Aaron .Arkin, Ph. D., M. D Professor of Bacteriology and Pathology 2,500.00 

S. J. Morris, M. D Assistant Professor of Anatomy 2,000.00 

Irvin Hai-dv, A. M., M. D Assistant in Minor Surgery 300.00 

Robt. W. Fisher, M. D -Assistant in Physical Diagnosis 300.00 

G. A. Bergy Instructor in Pharmacy 1,200.00 

M. C. Bonar Assistant in Bacteriology and Pathology, paid by State 

Board of Health 1,200.00 

A. A. Cook Chemist for State Board of Health 1,500.00 

' School op Music 

Louis Black, Director Voice $2,500.00 

Frederic Curtis Butterfield Head of Piano Department 1,600.00 

Margaret Home Violin and Ensemble 1,.500.00 

Flora Rav Haves Theory 1,200.00 

Susan Maxwell Moore Piano , 1,100.00 

Grace Martin Snee Pipe Organ and Piano 1,100.00 

Ethel Bordon Black Vocal Coach Fees 

Hermine Wiecking Public School Methods , 200.00 

W. A. Mestrezat Band Master 700.00 

•College of Agriculture 

John Lee Coulter, Ph. D., Dean $2,000.00 

C. H. Winkler Professor of Agricultural Education 750.00 

W. H. Alderman Professor of Horticulture - 900.00 

E. L. Andrews -Assistant Professor of Poultry Husbandry 900.00 

E. C. Auchter Assistant Professor of Horticulture 840.00 

W. A. Rhea Instructor in Dairying 1,300.00 

F. W. Stemple Professor of Agronomy 900,00 

A. L. Dacv Associate Professor of Horticulture 1,100.00 

C. A. Lueder Associate Professor of Veterinary Science 900.00 

L. M. Peairs Professor of Entomology 1,100.00 

E. W. Sheets Professor of Animal Husbandry 1,000.00 

A. J. Swift Instructor in .A.nimal Husbandry 360.00 

L. F. Sutton Assistant Professor of Horticulture 800.00 

Rachel Colwell Associate Professor of Home Economics 1,600.00 

Callie Nuzum Instructor in Home Economics 800.00 



1918.] State Board of Regents. 21 

Mary B. Oliver Instructor in Home Economics 1,200.00 

Henry Dorsey Instructor in Agronomy 720.00 

W. B. Kemp Assistant Professor of Agronomy 380.00 

J. J. Yoke Assistant Professor of Animal Husbandry 300.00 

A. J. Dadisman Associate Professor of Farm Management 1,080.00 

•Including only those giving instruction in the College of Agriculture. In most cases these salaries are supple- 
mented by work done in the Experiment Station or Extension Department. 

Library 

L. D. Arnett Librarian : $1,800.0 

Mabel Clark Assistant Librarian 900.00 

Jennie Boughner Assistant Librarian 700.00 

Mary A. Her\'y Student Assistant 180.00 

H. W. Higbee Student Assistant 180.00 

J E. Kennedy Student Assistant (Law Library) 150.00 

R. E. O'Connor Student A=sistat (Law Library) 150.00 

Other Officers 

G. E. Pyle ' Athletic Director Sl.SOO.OO 

Wm. James White Financial Secretary 600.00 

Morna Griffin Secretary to President 1,000.00 

R. B. Hersey General Secretary Y. M. C. A 555.00 

James Scott Stewart Professor of Mathematics Emeritus and Book Agent 1,200.00 

James Scott Murphy Foreman of Grounds and Buildings 1,080.00 

FACULTY WEST VIRGINIA UNIVERSITY 
1917-18 

F. B. Trotter, President $5,000.00 

College of Arts and Sciences 

J. M. Callahan, Dean Professor of History 3,500.00 

A. J. Hare, Registrar Professor of Latin 2, 700.00 

A. L. Darby Associate Professor of Romance Languages 2,200.00 

C. B. Cannaday Professor of Latin 2,400.00 

John L. Sheldon Professor of Botany and Bacteriology 2,600.00 

R. C. Spangler Instructor in Botany 1,300.00 

A. R. Whitehill Professor of Chemistry 2,700.00 

F. E. Clark Professor of Chemistry 2,400.00 

Hubert Hill Assistant Professor Chemistry 1,800.00 

Samuel Morris Instructor in Chemistry 1,.500.00 

Theo. Zucker Instructor in Chemistry 1,400.00 

E. H. Vickers Professor of Economics and Sociology 2,600.00 

B. W. King Assistant Professor of Economics 1,800.00 

J. N. Deahl Professor of Education 2,600.00 

C. S. Crow Assistant Professor of Education 2,000.00 

A. C. Fleshman Assistant Professor of Education 1,800.00 

Robt. A. Armstrong Professor of English and Chaplain 2,700.00 

John H. Cox Professor of English 2,400.00 

Waitman Barbe Professor of English and Director of Summer School 2,700.00 

S. C. Smith Associate Professor of English 2,200.00 

D. D. Johnson Associate Professor of English 2,200.00 

S. B. Brown Pl-ofessor of Geology 2,600.00 

W. Armstrong Price Assistant Professor of Geology 2,000.00 

F. L. Strickland Professor of Philosophy 2,600.00 

F. W. Truscott Professor of German 2,600.00 

C. E. Bishop Professor of Greek 2,600.00 

0. P. Chitwood Professor of History 2,400.00 

C. H. Ambler Professor of History 2,400.00 

C. P. Higby Instructor in History 1,500.00 

J. A. Eiesland Professor of Mathematics 2,600.00 

J. E. Hodgson Professor of Mathematics 2,400.00 

C. W. Waggoner Professor of Physics 2,600.00 

C. B. Jolliflfe Instructor in Physics 1,000.00 

C. E. Neil Professor in Elocution 2,600.00 

Madison Stathers Professor of Romance Languages 2,600.00 

A. M. Reese Professor of Zoology 2,600.00 

Luella R. Pollock Instructor in English 1,200.00 

L. M. Bristol Associate Professor of Sociology 2,200.00 

Margaret Buchanan Instructor in Mathematics 1,200.00 

Donald M. Gilbert Instructor in Romance Languages 1,500.00 

James Grantham Instructor in German 1,200.00 

H. R. Hunt Instructor in Zoology 1,200.00 

B. R. Weimer Assistant in Zoology 500.00 

Nellie P. Ammons Assistant in Botany 350.00 

Eva M. Fling Assistant in Botany 500.00 

Clara B. McCreery Assistant in Physics 1,000.00 



22 Report of [W. Va. 

College op Engineering 

Clement Rosa Jones, Dean Professor of Steam and Experimental Engineering 53,500.00 

Frederick Lincoln Emory Professor of Mechanics and Applied Mathematics 2,600.00 

Russell Love Morris Professor of Railway and lli;;h\vay Engineering 2,()00.00 

Edwin Fayette Church, Jr Professor of Machine Design and Construction 2,600.00 

Roland Parker Davis Professor of Structural and Hydraulic Engineering 2,600.00 

John B. Grumbein Processor of Power and Experimental Engineering 2,400.00 

Alexander 1 lardy Forman Professor of Electrical and Experimental Engineering. . . . 2,400.00 

Rufus \. \Yc3t Instructor in Metal Working and Stationary Engineering. 1,500.00 

S. T. Hart Assistant Professor of Engineering 1,800.00 

A. A. Hall Associate Professor of Electrical Engineering 2,200.00 

Raymer Egbert Seaman Instruetorin Woodworking and Foundry Practice 1,500.00 

Geo. Walter Grow Instructor in Drawing and Machine Design... 1,600.00 

Geo. M. OsViorne Instructor in Sanitary Engineering and Surveying 1,500.00 

Ralph S. Marshall Secretary of the College 1,200.00 

C. H. ('ather Instructor in Engineering 1,000.00 

L. H. Boghosian Assistant in Drawing 350.00 

J. S. Williamson Assistant in Drawing 350.00 

William Gnagey Mechanician 1,200.00 

College of Law 

H. C. Jones, Dean Professor of Law $3,500.00 

J. R. Trotter Professor of Law 3,000.00 

Thomas P. Hardman Associate Professor of Law 2,300.00 

J. W. Simonton Associate Professor of Law 2,500.00 

Leo Carlin Assistant Professor of Law 2,400.00 

School of Medicine 

J. N. Simpson, M. D., Dean Professor of Anatomy and Physiology 53,000.00 

Wm. H. Schultz, Ph. D Professor of Pharmacology 2,600.00 

Aaron Arkin, Ph. D., M. D Professor of Bacteriology and Pathology 2,000.00 

S. J. Morris, M. D Associate Professor of Anatomy 2,200.00 

H. N. Gould Assi.stant Professor of Anatomy and Histology 1,800.00 

R. G. Brown Instructor in Pharmacy 1,500.00 

Irvin Hardy, A. M., M. D Assistant in Minor Surgery 400.00 

H. T. Phillips Assistant in Anatomy and Pharmacology 1,000.00 

Robt. W. Fisher, M. D Assistant in Physical Diagnosis^ 400.00 

G. A. Bergy Assistant Professor in Pharmacy 2,000.00 

C. H. DeForest Assistant in Bacteriology and Pathology 700.00 

A A Cook Chemist for State Board of Health 1,500.00 

Arthur Lederer Bacteriologist, State Board of Health 2,700.00 

School of Music 

Louis Black, Director Voice S2,500.00 

Frederic Curtis Butterfield Head of Piano Department 1,700.00 

Margaret Home Violin and Ensemble 1,500.00 

Flora Ray Hayes Theory 1,200.00 

Susan Maxwell Moore Piano 1,100.00 

Grace Martin Snee Pipe Organ and Piano 1,100.00 

Ethel Borden Black Vocal Coach Fees 

Lucile Elliott Public School Methods 200.00 

W. A. Mestrezat Band Master 900.00 

Lillian Garrison Public School Music 100.00 

College of Agbicultcke 

John Lee Coulter, Ph. D., Dean 52,000.00 

C. H. Winkler Professor of Agricultural Education 920.00 

W. H. Alderman Professor of Horticulture. , 900.00 

H. W. Richey Assistant Professor in Horticulture 800.00 

E. L. Andrews Assistant Professor of Poultry Husbandry 900.00 

E. C. Auchter Assistant Professor of Horticulture 900.00 

R. H. Patch Instructor in Horticulture , 600.00 

W. A. Rhea Instructor in Dairying 600.00 

F. W. Stemple Professor of Agronomy 900.00 

A. L. Dacy Associate Professor of Horticulture 1.200.00 

C. A. Lueder Associate Professor of Veterinary Science 900.00 

L. M. Pcairs Professor of Entomolorv 1, 100,00 

R. M. Salter Associate Professor of Soil Chemistry 900.00 

E. W. Sheets Professor of Animal Husbandry 900.00 

Rachel Colwell Associate Professor of Home Economics 1,600.00 

Callie Nuzum Instructor in Home Economics 900.00 

Mary B. Oliver Instructor in Home Economics 1,200.00 

Nina Reilley Assistant in Home Economics 1,000.00 

Henry Dorsey Instructor in Agronomy 760.00 

J. J. Yoke Assistant Professor of Animal Husbandry 500.00 

A. J. Dadisman Associate Professor of Farm Management 600.00 

Leslie Ankrom Assistant in Horticulture 360.00 

C. F. Wells Assistant in Chemistry 300.00 



1918.] State Board of Regents. 23 

W. H. Wilson Assistant in Animal Husbandry 385.00 

J. C. Johnson Secretary of the College 600.00 

Library 

L. D. Arnett Librarian $2,000.00 

Mary A. Fox Assistant Librarian 900.00 

Jennie Bou?hner Assistant Librarian 800.00 

Nellie Brown Student Assistant 250.00 

Forrest W. Knapp Student Assistant 180.00 

Vivian Reynolds Student Assistant 180.00 

E. C. Glass Student Assistant (Law Library) 100.00 

K. B. Kyle Student Assistant (Law Library) 100.00 

A. G. Stone Student Assistant (Law Library) 100.00 

Other Officers 

Harry A. Stansbury Athletic Director $2,400.00 

D. M. Willis Financial Secretary 600.00 

Morna Griffin Secretary to President 1,100.00 

Frank B. Llewellyn General Secretary Y. M. C. A 600.00 

James Scott Stewart Professor of Mathematics Emeritus and Book Agent 1,200.00 

C. L. Brooks Foreman of Grounds and Buildings 1,080.00 

Susan M. Moore Dean of Women 1,100.00 

THE UNIVERSITY PREPARATORY SCHOOLS 

» 

The name above clearly indicates the purpose for which these institutions 
were founded. Since the schools were opened, high schools have been established 
throughout the state leaving but little excuse for a state expenditure for ordi- 
nary high school education such as these institutions have offered. It is now 
true and will be for some time that many pupils desiring high school advantage 
must live away from home to secure it, and, state schools with dormitories and 
liberal financial support offer such advantages. On the other hand, slate schools 
to supply such needs only delay the meeting of such responsibilities by local 
communities. It is the opinion of this Board that the state should discourage 
the duplication of the ordinary work of high schools in these institutions and 
others supported by state appropriations. The attempts made to direct the 
work of these schools to special fields of activity of state-wide interest are de- 
scribed briefly in the following paragraphs. 

The Keyset Branch 

Jos. W. Stayman, Principal 

In 1917 the Legislature upon the request of this Board created a special Voca- 
tional Department in this institution in which practical agriculture was to be 
taught in laboratories and on the school farm. A special-appropriation of $12,000 
was made for this new department. The Attorney General ruled that none of 
this amount could be used in the purchase of a farm. The main building was 
destroyed by fire on May 3, 1917. These two circumstances made it 
necessary to abandon temporarily the larger plans for agriculture. 

In the opinion of this Board, the Legislature should reappropriate enough 
money to buy and equip a small typical farm near the school, and that the amount 
of money available for teachers should be used in employing a few experts in 
the different branches of Agriculture and Home Economics and allied subjects 
who will draw to the institution for short intensive courses large numbers of 
young people who wish to prepare to live on the farm. Such work combined 
with an up-to-date Commercial Department will be well worthy of state support. 

The Principal's report shows that the school has prospered during the biennium 
in spite of unusual handicaps. The ordinary secondary courses, a Short Normal 



24 



Report of 



[W. Va. 



Course, and a Commercial Course have been given in a satisfactory way and 
well attended as the tables below indicate. Like our other educational institu- 
tions, this school entered whole-heartedly upon war work and made a proud 
record in this field of ser\'ice. 

As this report is being written a new building suited to the program recom- 
mended above is in process of erection. 

West Virginia Trades School, Montgomery 

A. S. Thorn, Principal 

In recent years, this institution has stood as a question the state authorities 
have been unable to answer in a satisfactory way. The loyal support of the 
citizens of that community and the worth and attractiveness of the state property 
there make those in authority hesitate to recommend the discontinuance of 
the institution. The new name of the school adopted by the last session of 
the Legislature (1917) indicates the kind of work the regents believeithis school 
should undertake. It was the intention to offer courses that would be approved 
by the Federal Board for Vocational Education, the teachers of which could be 
paid in part from Smith-Hughes Federal Funds. Investigations show that such 
courses cannot be offered in an approved way at Montgomery on account of the 
lack of manufacturing establishments at that place and the lack of room and 
equipment in the school for shop and machine work. This Board respectfully 
suggests the possibility of making the school a sub-station of the Mining Depart- 
ment of the College of Engineering where special short courses by experts may 
be offered to men preparing for examinations for mine foreman and other posi- 
tions of responsibility in the coal fields. 

A standard commercial department would attract large numbers as the schqol 
is situated in the midst of an extensive industrial section. The state cannot 
afford to continue its support of an institution that serves largely as a local 
high school. This Board pledges itself to do all within its power to make the 
institution worthy of the new name it bears. 

The attendance, spirit and the work that has been undertaken have been 
satisfactory during the years covered by this report. The institution made an 
unusually good showing in war activities. 

KEYSER PREPARATORY BRANCH 
Enrollment 1916-1917 



COURSE 


First Semester 


Second Semester 




Males 


Females 


Totals 


Males 


Females 


Totals 


Graduates 




48 
4 

33 
3 


23 
11 
12 
20 
14 
27 


71 
15 
45 
23 
14 
27 


35 
3 

29 
3 

6 


24 
11 
14 
21 
14 
36 


59 
14 
43 
23 
14 
42 


9 








8 




4 










13 








Totals 


88 
6 


107 
30 


195 
^ 36 


76 
4 


120 
27 


196 
31 


34 










Grand Totals.... 


82 


77 


159 


72 


93 


165 


34 



Net Enrollment for the year, 199. 



1918.] 



State Board of Regents. 



25 



Enrollment for 1917-1918 



COURSE 


First Semester 


Second Semester 




Males 


Females 


Totals 


Males 


Females 


Totals 


Graduates 




31 

7 
25 
4 


18 
4 
24 
36 
11 
15 


49 
11 
49 
40 
11 
16 


24 
4 

19 
2 


16 
6 
25 
26 
11 
33 


40 
10 
44 
28 
11 
36 


11 








11 












1 


3 


9 






Totals 


68 
10 


108 
32 


176 
42 


52 
4 


117 
29 


169 
33 












Grand Totals 


58 


76 


134 


48 


88 


136 


31 



Net Enrollment for the year, 171. 



ENROLLMENT-WEST VIRGINIA TRADES SCHOOL 

1916-17— Total net enrollment, Male, 55; Female, 92; Total 147 

Number Music Department 35 

Number Commercial Course 27 

1917-18— Total net enrollment, Male, 36; Female, 87; Total 123 

Number in Music Department 39 

Number in Evening Conmiercial Classes 10 



EMPLOYEES, WORK AND COMPENSATION— KEYSER PREPARATORY BRANCH 



Name 



Position 



Total Salary 
Including Fees 



1916-17 1917-18 

J. W. Stayman Principal $1,749.96 $1,850.00 

W. D. Anthony Commercial Branches 1,250.00 1,250.00 

J. W. A. Brown Science 1,000.00 

Nellie V. Edwards English 750.00 800.00 

Alma Erswell Normal Training 1,100.00 

Alice P. Fetzer Office 400.00 495.00 

Bushrod Grimes Agriculture and Mathematics 1,195.00 600.00 

Emily E. Hall Modern Languages and Latin 850.00 

Trank Hall Science 200.00 

Elsie Hoffman Music 757.00 669.00 

Emily H. Helm Modern Languages and Latin 850.00 

Mrs. Ida F. Menefee History 850.00 850.00 

Mrs. F. J. Parker Summer Term $ 100.00 

Maude Terwilliger Domestic Science and Art 800.00 850.00 

J. C. Sanders Science 200.00 

Blanch E. Week Normal Training 950.00 

Taylor Rolls Janitor 720.00 637.50 

Dave Rolls Janitor 187.50 



EMPLOYEES, WORK AND COMPENSATION— MONTGOMERY PREPARATORY BRANCH 



Name 



Position 



Total Salart 

Including Fees 

1916-17 1917-18 



A. S. Thorn Principal and History $1,900.02 

J. A. Hanna Asst. Principal and Science .... 1,150.00 

Erva M. Canoles Latin and French 850.00 

Bertha Dilcher Dom. Econ. (Vocational Fund) 

Francis Klase English 850.00 

Jane Ervin Price Music 1,075.00 

Mattie E. Rider Eighth Grade 285.00 

R. W. Towner Com. Sub 1,000.00 

Marie Smart Librarian and History 



Carolyn Zundel Domestic Science. 

Margaret Gulley Matron (Boarding H. Fund) . 

S. P. Nicely Janitor 

C. E. Ryon Janitor 

Lon Warren Janitor 

■Charles Lewis Janitor 



850.00 
625.00 
440.00 
240.00 



$1,900.02 

1,100.00 

850.00 

850.00 

850.00 

1,097.00 

mm 

750.00 

750.60 
'195.66 

147.28 
407.72 



Emoluments 



Room. 



(1918 Vocational Fund) 



26 RErORT OF [W. Va, 



OUR STATE NORMAL SCHOOLS 

In previous reports the State Board of Regents has set out in special articles 
the history, the development, and the state policy of our state normal schools. 
Reference to these reports will give persons interested the present policy of the 
State Board relative to these useful institutions. Only new departures and 
achievements need be noted in this brief report. 

War Work. The State Normal Schools have responded nobly to the many- 
calls for special adjustments and acitvities in the interests of our Army and 
Navy. Marshall College reports 25,000 surgical dressings made during the 
year 1917-18; the principal of the Shepherd College reports, "The teachers 
and students entered into all agencies for Governmental support with enthusiasm." 
The special war service of all of these institutions is well typified in the following 
table reported by the principal of the Concord Normal School. 

Stars in service flat; 73 

Students Friendship War Fund $ 500.98 

Liberty Bonds 3,450.00r 

War Savings Stamps 572.75 

Red Cross 281.90 

Relation to the University. Within the biennium covered by this repor^ 
all of our normal schools have realized the full standard, viz., a well organized 
two-year professional course beyond the secondary or preparatory school. During 
the process of extending the course, it was difTicult to make a satisfactory arrange- 
ment regarding the recognition of the advanced normal school work in our Uni- 
versity. The standard course having been established, representatives of the 
normal schools and our University came to an agreement concerning the accredit- 
ing of work represented by the statement adopted by the State Board of Regents 
January 10, 1918, which will be found in full under "Revised Rules and Regu- 
lations" in the appendix of this report. 

Reduction of Secondary Work. This Board believes that the stale can 
no lohger afford to spend much from state appropriations for secondary school 
work which most communities are supporting in high schools at local expense. 
In line with this belief, the Board passed an order on June 18, 1917, requiring 
each normal school to begin the reduction of secondary work according to the 
following schedule: 

Marshall College fall of 1918 

Fairmont Normal School fall of 1918 

West Liberty Normal School fall of 1919 

All other Normal Schools not later than fall of 1920 

Total enrollment of secondary students in normal schools shown by years in 
the following table indicates that these institutions will soon be largely relicved 
of this unnecessary burden. 

Enrollment secondaiy students in our Normal Schools 1914-15. . 1,578 

Enrollment secondary students in our Normal Schools 1915-16. . 1,547 

Enrollment secondary students in our Normal Schools 1916-17. . 1,136 

Enrollment secondary students in our Normal Schools 1917-18. . 1, 65 

The Fairmont Normal School presents the best example of how the emphasis 
upon teacher-training in normal schools is changing the classification of the at- 
tendance. The figures below taken from records of Fairmont Normal shows the 
change in the situation: 



1918.] 



State Board of Regents. 



27 



1912-13 1917-18 

Number students in academic or preparatory classes 432 64 

Number of students in Normal Courses 71 114 

The Board of Regents and normal school principals feel that when the entire 
effort of our normal schools can be given to the one object, teacher-training, the 
present expenditures need not be increased to meet the needs. 

A Survey of Normal Schools Made. In 1917 the Secretary of the State 
Board of Regents, through the assistance of the principals and faculties, made a 
survey of the normal schools covering a wide range of topics. Some of the inter- 
esting features are summarized in the tables below: 

LABORATORIES AND LIBRARIES 
(Additions have been made and value increased since 1917) 



NAME OF SCHOOL 


Value of 
Physics 
Lab'tory. 


Value of 
Chemical 
Lab'tory 


Value of 
Agricul- 
tural and 
Biological 
Lab'tory 


Value of 

Geo- 
graphical 
Lab'tory 


Home 
Econo- 
omics 


Manual 
Training 


Number 

of 

Volumes 

in Library 

Proper 


Total 
Volumes 
Bound 

Magaz's 




.S 1,470.00 

385.00 

500.00 

5,273.00 

415.00 

*I,200.00 


$ 1,753.05 
420.00 
650.00 
2,194.87 
350.00 
800.00 


S 1,077.6S 

t400.00 

t200.00 

2,577.56 

395.00 


$ 162.70 

tso.oo 

t50.00 

1,143.64 

150.00 

t75.00 


$ 931.69 

t900.00 

t400.00 

tl,000.00 

360.02 

tsoo.oo 


$ 90.00 


4,030 
1,461 
3,263 
6,785 
3,650 
4,300 


4,034 
1 840 




Glenville 

Marshall College 

Shepherd College 


tsoo.oo 

1600.00 
615.00 


3,322 
8,000 
4,000 
4 406 













'Includes agriculture. 
tEstimated. 

An examination of the table above shows some inequalities that should be corrected; also, the need of more 
equipment for teaching subjects like Geography. Normal Schools should be models in teaching apparatus. 

PERCENTAGE OF FAILURES BY SUBJECTS 
Based Upon Enrollment in Each Class 



NAME OF SCHOOL 


C3 

a 
1 


j3 
1 




a 
1 


1 


.1 

1 




a 


a 
1 


a 

B 

o 






S 


1 


Fairmont 


4 
3 

1 
1 

2.2 


10 
12 

13.2 
9.6 

.112 


21.5 
4 
5 
6.3 

8.9 


24.7 

5^4 
15 








28.8 
22 
13 
9.2 

18.5 






55.5 


75 
1.7 


4.4 
2 

1.7 
3 

2.8 


9 


Glenville 


4 

18.7 
7.5 

10 




1.5 


21 
111 

7 

9.S 




•^ 


Marshall College 


6.1 
4 1 


10 


9 


Shepherd College 


4 
1.3 


.4 


1 ? 


Average 


5.1 


20 1 


.38.3 


1.5 



Notes: Concord and West Liberty did not report on this item. The principal of West Liberty estimates that 
an average of 10% of pupils fail in an average class. 

The Shepherd College survey points out good authority that claims that 4% failures under normal conditions 
may be expected; and quotes Dr. Starch, of Wisconsin, as saying 7% of failures is reasonable. The regents raise 
this question of conservation of standards and pupils at the same time, and leave further study and experimen- 
tation to the normal school faculties. 

PRODUCTS OF NORMAL SCHOOLS 

Note: These tables are intended to show that the normal schools when measured by the test "By their fruits 
shall ye know them" prove to be real teacher-training institutions. 



MARSHALL COLLEGE 

1st year out, 85% of graduates teach 
2nd year out, 75% of graduates teach 
3rd year out, 65% of graduates teach 
4th year out, 55% of graduates teach 
5th year out, 50% of graduates teach 



28 



Report of 



[W. Va. 



FAIRMONT NORMAL 



PercentaKC teaching, normal classes, Ist year out, 959?,. 
AverdEC teaching period of graduates, 4 years. 
Number graduates last 3 years, 292. 



SHEPHERD COLLEGE NORMAL 



YEAR 


Number 

of 

Graduates 


Percentage now 

Teaching 

(1917) 


19U 


44 
29 
34 
36 
27 
26 


41 3 


1912 /. 


61 3 


1913 


62 2 


1914 


55 3 


1915 / 


66 6 


1916 


76.8 



GLENVILLE NORMAL SCHOOL— Percentage Teaching (1917) 



YEAR 



1907 
1908 
1909 
1910 
1911 
1912 
1913 
1914 
1915 
1916 



Number 
Grades 



10 
10 
12 
15 
27 
25 
30 
34 
34 
35 



1st 
Year 



2nd 
Year 



3rd 
Year 



4th 
Year 



5th 
Year 



6th 
Year 



7th 
Year 



8th 
Year 



9th 
Year 



10th 
Year 





CONCORD NORMAL SCHOOL-Number Teaching (1917) 








YEAR 


Number 
Graduates 


Ist 
Year 


2nd 
Year 


3rd 
Year 


4th 
Year 


1913 


28 
47 
54 


28 
39 
43 
63 


21 
41 
40 


18 
31 


16 


1914 


1915 




1916 




78 







WEST LIBERTY NORMAL SCHOOL 



YEAR 


Number 

in 

Class 


Number 

Teaching 

First Year Out 


Number Going 
to Higher 
Institutions 


1907 


23 
16 
18 
17 
28 
33 
27 
21 
25 
29 


22 
12 
18 
15 
26 
32 
27 
21 
25 
27 


8 
9 
9 
9 
8 
8 
3 


1908 


1909 


1910 


1911 


1912 ^. 


1913 


1914 


1915 


3 


1916 



1918.] 



State Board of Regents. 



29 



ATTENDANCE STATE NORMAL SCHOOLS 
1916-17 



NAME OF 


Secondary Classes 


Short 
Normal Course 


Standard 
Normal Course 




Total 


, 


SCHOOL 


M. 


W. 


T. 


M. 


W. 


T. 


M. 


W. 


T. 


M. 


W. 


T. 


Concord 

Fairmont 

Glenville 

Marshall College . . . 
Shepherd College. . . 
West Liberty 


75 
69 
60 
219 
81 
49 


103 
67 
50 

270 

89 
58 


178 
136 
110 

489. 


7 

5 

98 


17 
59 
96 


24 
64 
194 


14 
27 
17 

7 
10 

3 


40 
107 
21 
69 
17 
23 


54 
134 

38 
76 
27 
26 


96 
125 
175 
225 
113 

72 


160 
315 
177 
402 
148 
142 


256 
440 
352 
657 


170 
107 


4 
4 


9 
19 


13 

23 


261 
216 



Notes: Concord Normal — Attendance includes 26 Re\iew Students in Secondary Class. 
Marshall College— Piano, 70; Extension, 27; Correspondence, 9; Specials, 15; Advanced Academic, 42, are 
now included under Secondary above. 
Fairmont — Expression, 19; Special, 3; Simimer, 114; Music, 55. 
Shepherd College — Special Subjects, 11; Summer School (1916), 74. 
WestLiberty— Summer School (1916), 77; Extension Students, 16; Piano, 35; Expression, 13. 

ATTENDANCE STATE NORMAL SCHOOLS 
1917-18 



NAME OF 
SCHOOL 


Secondary Classes 


Short 
Normal Course 


Standard 
Normal Course 


Grand 
Total 




M. 


W. 


T. 


M. 


W. 


T. 


M. 


W. 


T. 


M. 


W. 


T. 


Concord 

Fairmont 

Glenville 

Marshall College . . 
Shepherd College.. . 
West Liberty 


46 
28 
42 
126 
56 
46 


71 
36 
49 
246 
75 
67 


117 
64 
91 

372 


5 

1 

55 


25 
64 
106 


30 
65 
161 


9 
15 
13 


22 
91 
17 
68 
16 
28 


31 
106 
30 
68 
26 
32 


60 
74 
110 
138 
77 
49 


118 
310 
172 
389 
145 
108 


178 
384 
282 
527 


131 
113 


1 
2 


26 
20 


27 
22 


10 
4 


222 
157 



Notes: Marshall College— Piano, 56; Specials, 12; Correspondence, 5; Summer Term, 1918, Males, 23; 
Females, 136; Total, 159. Secondary attendance includes 14 men, and 19 women in Advanced Academic Courses . 

Shepherd Collage — Students in Special Subjects, 15; Summer School (1917), 40. 

WestLiberty— Piano, 28; Summer School (1917), 46; Expression, 22. 

Fairmont Normal — Attendance under all headings except grand total, are for Second Semester. Grand Total 
includes 48 Extension Students. 

Glenville Normal — Summer Term, 48. 

Concord Normal— Summer (1917), 110; Summer (1918), 93. 



EMPLOYEES, WORK AND COMPENSATION— CONCORD STATE NORMAL SCHOOL 



Name 



Position 



Total Salary 

Including Fees 

1916-17 1917-18 



L. B. Hill : Principal $2,499.96 

Ann R. Austin Training 1,210.00 

Sadie B. Bryson Home Economics 1,050.00 

Katrina Baumgardner Home Economics 

D. L. Cottrill Agricultural 1,300.00 

Florence L. Doughner Training 

Ida M. Edwards Piano 652.30 

Virginia Gaskill Summer School 

Fred A. Forster Latin, German, Assistant Principal 1,425.00 

Barbara Hurt Spring Term 

R, S. Gatherum Physics and Mathematics, etc 1,100.00 

Bettie Henser Summer School 80.00 

J. F. Holroyd Librarian 600.00 

H. G. Humphrey Professional 1,800.00 

F. E. Linnell Manual Training 1,095.00 

Nellie Lanham Seventh and Eighth Grades 

A. G. Montgomery Spring Term 330.00 

Mrs. A. G. Montgomery .Spring Term 

Othel Martin Spring Term 150.00 

Minnie B. Replogle Training and Dormitory 1,000.00 

Sallie S. Triggle Secretary and Registrar 624.96 

Edgar Williams English 1,100.00 



$2,599.92 



1,050.00 

1,749.50 

1,430.00 

789.59 

305.00 

1,494.00 

250.00 

1,256.75 

660.00 
2,060.00 

546.00 

1,594.50 

240.00 



840.00 
1,435.75 



30 Report of [W. Va. 

Felix Yonowski Science 1,205.00 1,209.00 

W. B. Ciildwell Janitor 720.00 1,240.00 

Willis White Assistant Janitor 400.00 

Madison Caldwell Assistant Janitor 100.00 

Wm. Martin .Assistant Janitor 100.00 

EMPLOYEES, WORK AND COMPENSATION— FAIRMONT STATE NORMAL SCHOOL 

T0T.\L Sal.^ry 
Name Position Including Fi;ks 

1916-17 1917-18 

Joseph Rosier President 83,000.00 $3,2.50.69 

Walter Barnes Assistant Principal, English and Ex 1,808..50 2,007.50 

Ernest Bell Coach 225.00 225.00 

H. C. Brake Geometry and Latin 1,013.50 270.00 

Laura Briggs English 1,059.75 1,150.00 

Geo. H. Colebank Mathematics 200.00 

Harriett Chappell Sewing and Dormitory 400.00 900.00 

Jane Conklin Secretary and Collector 630.00 907.89 

Beatrice Fitzwater English and Expression 480.00 

Robin Hood Coach 33.33 

Ensel J. Hawkins '. Manual Training 200.C0 200.00 

Estelle Hamilton Cooking 1,250.00 

Ethel Ice Modern Language and Algebra 1,100.00 1,150.00 

Jessie Ice Primary Superintendent 1,200.00 1,350.00 

Edna Jacobs Music 250.00 

Inez Johnson Education 1,250.00 1,350.00 

P. E. Kin? History 100.00 

Laura F. Lewis English 1,359.00 200.00 

E. L. Lively Head S. C. Agriculture • 1,804.50 1,650.00 

Letha Mann Coach 20.00 

Nell McConnell Cooking 1,153.00 . .• 

H. J. McGinnis ." Electric Science 1,350.00 1,504.50 

E. T. McKinney Librarian 909.00 1,045.00 

E. E. Mercer English 1,258.50 1,250.00 

D. B. Maurer Coach 100.00 

N. R. C. Morrow English : 1,204.50 1,250.00 

Virginia Mulvev Music 270.00 

Dorcas Prichard Dean of Women, History 1,250.00 1,300.00 

Flora Powers Assistant Librarian 100.00 

Harold Rogers Chemistry and Physics 1,550.00 1,650.00 

Thosa Robinson Latin 77.50 

Sadie Shaw Assistant Librarian 90.00 

Frances Shreve Head Educational Department 1,600.00 1 ,650.00 

Homer C. Tootlunan Coach 199.98 

Dwijht Tetsr Mathematics 971.75 

M. K. Turner History 1,753.50 1,750.00 

Harriett Schroeder '. Music 660.00 

Frank S. White Education, Penmanship 1,400.00 

Mildred Zimmerm.an Physical Education 1 ,090.00 

Training School 

W. E. Buckey Principal 363.33 413.33 

Blanoli Henry Eighth Grade 313.33 363.33 

Florence White Seventh Grade 313.33 .363.o3 

Evelyn Prickett Sixth Grade 313.33 363.33 

Gertrude Creel Fifth Grade 313.33 

Frances Clayton .• Fourth Grade 313.33 363.33 

Nellie Peppers Third Grade 313.33 

Agnes Erwin Second Grade 313.33 363.33 

Elizabeth Roome First Grade. 313.33 363.33 

Ida Orr Fifth Grade 363.33 

Willa Leonard Third Grade 303.33 

E. M. Johnson Engineer 398.50 870.00 

Roy Starn Janitor 854.96 

Chas. Nav Janitor 385.00 o47..5() 

Geo. Starn Janitor 110.00 

EMPLOYEES, WORK AND COMPENSATION— GLENVILLE STATE NORMAL SCHOOL 

Total Salart 
Name Position Including Fees 

1917 1918 

E. G. Rohrbough Principal $2,475.00 $2,631.25 

J. V. Ankeney Agriculture 806.53 

Ina Barnes Training 1,150.00 1,200.00 

Katrina Baumgartner Doro.estic Science and Art 400.00 

Alta Babbett Spring Term 115.00 

Lena M. Charter Asst. Principal and Domestic Science 600.00 1,300.00 

Lorena Fries English 1,150.00 1,250.00 

E. R. Grose Mathematics and Biology 1,150.00 1,250.00 



1918.] State Board of Regents. 31 

•C. W. Goad Agriculture 514.46 1,050.00 

C. E. Hedrick History 1,275.00 1,456.25 

R. F. Hamill Athletics and Teacher 900.00 

J. E. Hays ♦. Spring Term 125.00 185.50 

Gladys Heath Spring Term 100.00 

Dorothy Roberts Music 53.95 

Gladys M. Riddle Spring Term 290.00 

Elwina Samples Critic 800.00 850.00 

J. F. Stemple Soisnse 1,100.00 1,1.50.00 

F. M Smith Languages 900.00 1,150.00 

Mabel C. Starkey Music 971.60 990.00 

H. G Wheat Education 943.74 

W. H. Wayt Psychology and MSthods 1,425.00 

Hunter Whiting .Languages 1,150.00 

Luoile Hays Work in Library 10.70 

Lllie Bavley Expression 485.57 

Alma Arbuokle Work in Library, etc 28.65 42.50 

Pansy Starr Work in Library, etc 218.00 54.00 

Irma West Work in Library, etc 203.75 

Geo Firestone Janitor 749.00 816.25 



EMPLOYEES, WORK AND COMPENSATION— MARSHALL COLLEGE 

Total Salary 
Name Position Including Fees 

1916-17 1917-18 

■O. I. Woodlev President $3,.500.00 $3,600.00 

Ora Stats Treasurer 1,200.00 1,200.00 

Grace F. Wyiie Secretary 1,080.00 360.00 

Elizabeth Myers Librarian and Summer School 1,146.82 1,145.00 

Lettie Jennings Secretary 525.00 

Vera Andrew English 1,000.00 1,050.00 

Lou M. Allen Music 955.00 900.00 

Mary Bonar Assistant Librarian 156.00 

Francis Burgess Geology and Geography 1,300.00 1,416.67 

Selhert Barbour Assistant Biology 105.00 

B. B. Chambers Athletics and Mathematics 1,750.00 

Anna S. Cmnmings Education 1,670.00 140.00 

W. A. Childs Manual Training 1,000.00 662..50 

Anna L. DeKoon Mathematics 1,100.00 1,200.00 

Mary Donaldson Biology 909.00 1,000.00 

Naomi Everett History 1,470.00 1,540.00 

Kate Fuller Latin 900.00 1,000.00 

W. H. Franklin English and Buildings 1,470.00 1,706.67 

Lillian Hackney Mathematics 1,450.00 1,.500.00 

C. E. Haworth Dean of Faculty and English 1,800.00 1,800.00 

Margaret Higgins History 900.00 9.50.00 

Harriett D. Johnson Latin 1,300.00 1,300.00 

R. J. Largent History and Latin 1,470.09 1,806.67 

J. M. LeCato Biology and Agriculture 1,350.00 1,806.67 

E. E. Myers Art 1,470.00 1,696.67 

Mildred McGeorge Piano 1,250.00 1,300.00 

J. E. Norman Chemistry 1,209.00 615.00 

Xucy Prichard Head Short Course 1,300.00 1,383.34 

Florence J. Parker Teacher 300.00 40.00 

Anne M. Raynor German and French 5.50.00 

H. B. Shipley Vocational 1,200.00 

Elizabeth Stalnaker Superintendent Grades 1,370.00 1,556.67 

Olla Staphenson German 1.300.00 510.00 

Orrie Whittaker Domestic Science 1,000.00 1,166.67 

R. M. Wylie Asst. to Pres., Physics and Summer School. 1,570.00 1,906.67 

Effie Wilson Piano 1,000.00 1,050.00 

R. J. White Chemistry 656.25 

Training School 

Harriett Lyon Superintendent and Dean of Women 1,570.00 1,646.67 

"Bess Arnett Eighth Grade 375.00 675.00 

Carrie Cox Eighth Grade 75.00 

Jessie Hayslip Eighth Grade 375.00 

Lola Norman Seventh Grade and Summer School 770,00 300.00 

Hattie Tudor Sixth Grade 700.00 750.00 

Grace Cox 1.50.00 

Mary Myers Fourth and Fifth Grade 720.00 750.00 

Edith T. Wilson Second and Third Grade 740.00 750.00 

Lillian Isbell First Grade 700.00 750.00 

Grace Hooker ■ 33.67 



32 Report of [W. Va^ 

EMPLOYEES. WORK AND COMPENSATION— SHEPHERD COLLEGE NORMAL SCHOOL 

Total Salary 
Name Position Including Fees 

1917 1918 

Tho8. C. Miller Principal $2,400.00 $2,499.96! 

S. 0. Bond Department of Education 1,200.00 1,200.00 

Katrina Baum?ardner Domestic Science 300.00 , 

Catherine Cowsill Domestic Science 450.00 800.00 

Walter M. Duke Modern Languages 1,250.00 1,415.00 

Mabel H. Gardner History 1,250.00 1,350.00 

Marv E. Gibson : Expression 120.00 150.00 

Addie R. Ireland Art 950.00 995.00 

A. D. Kenemond Science 1,350.00 1,520.00' 

Bessie B. Lioklider Critic 50.00 250.00' 

R. 0. McBrien Manual Training 1,000.00 

Ma?gie Merrells Music 780.50 698.50 

J. D. Muldoon Agriculture 1,350.00 1,400.00 

Louisa J. Smith Latin and English 1,150.00 1,2.50.00' 

Ella May Turner English 1,250.00 1,365.00 

Etta O. Williams Com. Subjects 750.00 800.00 

Jas. Washington Janitor 780.00 840.00 

A. T. Stanley Eng. and Manual Training 750.00* 

EMPLOYEES, WORK AND COMPENSATION— WEST LIBERTY STATE NORMAL SCHOOL 

Total Salary 
Name Position Including Fees 

1916-17 1917-18- 

John C. Shaw Principal $2,549.00 $2,500.0^ 

Ora Bachman Music 524.50 

Laura Baldwin Music 762.00 

C. T. BoTgess Latin, Geog. Extension 1,340.35 1,250.00" 

Callie W. Curtis Training 480.00 

Maude 0. Curtis Training 150.00 70.00 

Carrie M. Dague History 1,150.00 1,100.00' 

Luther Flvnn Mathematics 1,000.00 

Addie L. Gardner Secondary 60.00 70.00* 

T. J. Humnhrey Summer School 150.00 

Maude I. Jefferson English 1,100.00 1,200.00 

Anna M. Marshall Home Economics 900.00 4.55.55 

R. I. Roudesbush Assistant Principal and Science 1,200.00 1,300.00" 

Lvdia J. Roberts Training 720.00 

Mary V. Sanders Mathematics 1,000.00 

Swannie Tavlor Expression 224.49 157.99' 

Nellie Woods Domestic Science 460.0ff 

Rosa L. Wvatt Training 1,200.00 

Marv L. Yager Modern Languages 1,100.00 1,200.00 

C. W. Rogers Janitor 720.00 780.00 

THE STATE INSTITUTIONS FOR COLORED YOUTH 

The West Virginia Collegiate Institute and the Bluefield Colored Institute 
have enjoyed a biennium of good work developing to a higher degree of efficiency 
the departments already well established. Since no important changes in policy 
have taken place since this Board's last report on these institutions, a brief 
statement here will suffice. 

Collegiate Institute 
BvRD Prillerman, President 

Reference to the attendance table below will show that this institution has 
enjoyed two years of substantial prosperity, and a great opportunity to serve 
the colored population through the training of the many hundred young mere 
and womert who have presented themselves at the institution. 

Many years ago the school was put upon the basis of one-half time to academic 

work in the class room and one-half time to practical work in shop or laboratory. 

* The policy has proved sound, and has been extended to the college section whicb 



1918.] 



State Board of Regents. 



33 



has made a fair beginning during the biennium. As this report is being written, 
plans are being perfected to use some of the vocational departments of the school 
in co-operation with the State and Federal Boards for Vocational Education, 
thus bringing to the institution expert Federal supervision and some additional 
Federal aid. 

The school, like the other state educational institutions, entered heartily into 
war activities as is indicated by the following notes taken from the President's 
report : 
School produced and canned, season 1917: 

Apples 112 gallons 

Beets 61 gallons 

Beans 217 gallons 

Tomatoes 1,655 gallons 

Organized Food Conservation Squad that helped harvest crops near by insti- 
tution. 

Amount contributed to War Friendship Fund $ 800.00 

Amount contributed to Red Cross 100.00 

Amount of Liberty Bonds purchased 5,000.00 

Much sewing and wood work was done for Red Cross. 

Graduates and former students in Military Service 65 

Bluefield Colored Institute 

R. P. Sims, Principal 

This institution continues to do work of a high grade in spite of some handi- 
caps. It is unfortunately located near the yards of the railroad where the noise 
and smoke prove very annoying. Doubt about the permanency of the location 
has caused some hesitation in the full development of the property. However 
the grounds, buildings and equipment have been much improved within the 
two years covered by this report, and, prospects are liright for making the insti- 
tution stand as a model of its kind. 

It offers a very strong academic preparatory course which gives the young 
colored men and women of that part of the state a chance to prepare for pro- 
fessional courses in spite of the lack of high schools, or to prepare for entering 
with advantage upon the work of the world by emphasizing the practical subjects 
offered in the course. Within the period of this report the normal course has 
been strengthened, and a good number of teachers prepared for leadership in 
education. 

A large number of students and some members of the faculty have entered the 
military service, and all possible adjustments have been made to increase the 
military and general service of the institution. 

ATTENDANCE— WEST VIRGINIA COLLEGIATE INSTITUTE 
1916-17 



DEPARTMENT 


Male 


Female 


Total 




23 

81 

2 

34 

27 

5 

1G7 

3 


U 

43 

10 

123 

22 

208 
13 


34 




124 




12 




157 




49 




12 




362 




16 








499 
324 


640 
413 


1,139 




737 






Total Net Enrollment 


175 


228 


403 



34 



Report of 



[W. Va. 



Attendance 1917-18 



DEPARTMENT 


Male 


Female 


Total 


College 


2? 
62 

I 
2 

34 

2 

102 

un 

2 


n, 

40 
15 

20 
103 

4 
186 
192 

4 


S3 




102 


Normal 


16 




22 




137 




6 




288 




311 


Specials 


6 






Total in all Coursss 


346 

221 


575 

378 


921 


Counted Twice 


599 


Net Total 


125 


197 


322 



ATTENDANCE— BLUEFI ELD COLORED INSTITUTE 

1916-17— Total net enrollment— Male. 60; Female, i:)7; Total, 223. 

This enrollment includes one post-?radu'vte and ei^ht students preparing for secondary work. 

1917-18— Total not enrollment— Male, 61; Fem.ale, 126; Total. 187. 

Normal Course 10 

Post-graduates 3 

Preparatory 7 

EMPLOYEES, WORK AND COMPENSATION— BLUEFIELD COLORED INSTITUTE 

Total Salaries 
NAire Position Including Fees 

1916-17 1917-18 



R. P. Sims , Principal 

Mabel S. Brady Librarian 

Marion Brown Sewing 

J. D. Colman Assistant Principal, History 

Robertha Carbo Sewing 

H. L. Dicason Mathematics 

Grace Dicason Lanwiagc and Substituting 

D. F. Dunlap Agricultural and Science 

Ellen F. Green Training 

Melitia A. Koger Assistant Model School (Student Fee) 

Elizabeth J. Miles Cooking .■ 

Anne M. Mollison Sewing 

Helane W. Pryor Secretary 

Stella J. Simms Preceptress 

F. B. Syphax En-li.'.h and Seience 

Truxie J. Warren Expression 

S. L. Wade English 

H. Walden Professional 

Virginia Warren Music 

S. D. Williams Manual Training and Science 

A. D. Brown Janitor 

Moses Payne Janitor 

Sidney Dicason Janitor 



1,399.92 
600.00 
108.32 
999.96 
500.00 
900.00 
62.50 
600.00 
600.00 
190.00 
600.00 



408.00 
399.96 
900.00 



500.00 
585.00 
600.00 



81,499.98 
800.00 

481.66 
100.00 
1,150.00 
425.85 
300.00 
800.00 

800.00 
700.00 
360.00 
566.66 

1,050.00 
185.00 

1,068.40 
625.00 
800.00 
900.00 
175.00 
110.00 
57.00 



EMPLOYEES, WORK AND COMPENSATION— THE WEST VIRGINIA COLLEGIATE INSTITUTE 



N.AME 



Position 



Total Salary 

Including Fees 

1916-17 1917-18 



Byrd Prillcrman President Sl,500.00 Sl,766.64 

Bishop Ballard Farmer and Foreman 696,00 61-6.00 

R. L. Brown Repairs 684.00 684.00 

W. A. Brown Assistant Bookkeeper 491.65 683.33 

Charlotte Campbell Cooking Teacher 600.00 316.00 

Fannie Carter Normal Training 750.00 977.00 

Florence CoTer Plain Sewing ! . . . 450.00 90.00 

Elizabeth Coleman English and Library 591,57 820.00 

Harrv Davis ,,. Painting 491.65 83.33 

W. W. Jackson College Work 1,000.02 166.67 

H. S. Guss Latin 8.-)0.03 1,101.67 

S. MaeMcKinnev English and French 649.94 576.^^3 

Elizabeth Mitchell Music 540.00 750.00 

Chas. E. Mitchell Business Manager 1,191.68 1,383.32 

W. W.Saunders Exten.sion Work 1,100.09 183.33 

C. W. Smith Mathematics and Commandant , . . 700.00 116.67 

*G. E. Smith Chemistry 666.65 313.33 



Emoluments 



1918.] 



State Board of Regents. 



35 



Cornelia Spears Matron 

A. C. Spurlock Supt. Mech. Industries. , 

Albert Brown Mechanical Drawing. . . 

Solomon Brown Smithing 

A. W. Curtis Dir. Agriculture 

Mary Eubank Home Economics 

Chas. E. Jones History and Geography . 

Don W. Jones Printing and Band 

L. Leonard Assistant Agriculture 

oseph Lovette Masonry 

Estelle Lee Cooking Teacher 

Amanda Spriggs Dressmaking 

W. A. Spriggs Carpentry 

*Daniel Ferguson College Work 

Ada Hyde Plain Sewing 

Helen Johnson Matron 

S. M. Taylor CoUege Work 

*Delbert Prillerman Chemistry 

Jessie Glover English and French 

Hassie Howard Model School Teacher.,. . 

Luetta Lipscomb Model School Teacher. . 

Amelia Welcher Physical Culture 

R. L. Jones School Physician 

M. T. Sinclair School Physician 



•In United States Army. 



Morrill Fund 



Charlotte Campbell Cooking Teacher 

Amanda Spriggs Dressmaking 

Mary Eubank Dressmaking 

A. G. Brown Mechanical Drawing 

Solomon Brown Smithing 

A. W. Curtis Dir. Agriculture 

Chas. E. Jones History and Geography 

Don W. Jones Printing and Band 

Margaret Lowry . : Sewing 

Joseph Lovette Masonry 

W. A. Spriggs Carpentry 

A. C. Spurlock Supt. Mechanical Industries. 

Estelle Lee Cooking Teacher 

L. Leonard Assistant Agriculture 

Ada Hyde Plain Sewing 

*Delbert Prillerman Chemistry 

R. W. James Assistant Agriculture 

A. Hayn'ard Camper Chemistry 



499.98 

825.00 
65.00 
66.66 
83.33 

120.00 
66.66 
65.00 
75.00 
66.66 
41.67 

100.00 
66.66 



50.00 
500.00 



500.00 
600.00 
715.00 
733.32 
916.69 
733.32 
715.00 

45.00 
733.32 
733.32 

75.00 
416.63 
750.00 



83.33 
420.00 
400.00 
403.33 
466.67 
382.80 
1,032.32 
400.00 
150.00 
403.32 
270.53 
316.00 
414.13 
200.00 
180.00 
600.00 
840.00 

21.00 
180.00 
100.00 
100.00 

(Fees) 

500.00 



504.00 
504.00 
613.00 
630.00 
630.00 
700.00 
66.67 
630.00 



630.00 
655.20 
630.00 
436.80 
75.00 
420.00 
126.00 
460.00 
378.00 



(Fees) 



Board. 



Room E. 



APENDIX A 

PART ONE 



REVISED 

RULES AND REGULATIONS 

FOR 

STATE NORMAL SCHOOLS 

BY 

STATE BOARD OF REGENTS 

1918 



The 
Administration of the Normal Schools 



The State Board of Regents. The law creating the State Board of Regents 
assigns to that Board the following duties with respect to the normal schools: 

1. To have general control of the scholastic affairs. 

2. To employ the president, teachers and other employees. Teachers and 
other employees must be recommended by the head of the school. 

3. To fix the compensation of all employees, subject to the confirmation of 
the State Board of Control. 

4. To prescribe the course of study. 

5. To prescribe the text books to be used. 

6. To establish such departments as the general purpose of the schools de- 
mands. 

7. To make and publish rules and regulations to be observed by all normal 
schools. 

8. To publish reports from time to time. 

The State Board of Control. In relation to our State Normal Schools, 
the State Board of Control is charged with the following duties: 

1. To have charge of the financial and business affairs. 

2. To confirm or pass final judgment upon salaries fixed by the State Board 
of Regents. 

3. To erect all buildings or additions to buildings authorized by the Legis- 
lature. 

4. To keep in proper repair all buildings, furniture and equipment. 

5. To purchase all supplies for the proper support and maintenance of the 
normal schools. 

6. To collect information and publish reports. 



40 Report of [W. Va. 

The President. 1. The president, in addition to his duties as instructor, 
shall be the executive ofiicer of the school. He shall have general supervision 
over the school, and everything pertaining thereto, shall assign to the teachers 
the classes and studies which they are to teach and shall be held responsible 
for the management of the school. For just cause he may suspend any one of his 
assistants until an investigation can be made by the Board of Regents. 

2. To the students he shall assign their studies, and shall deteimine what 
tests shall be required to complete said studies. He shall fix the order and methods 
of all examinations. He shall determine how often reports of scholarship and 
attendance shall be made and shall keep a permanent record of the deportment 
and standing of each student. 

3. He shall also collect all tuition and incidental fees in advance and transmit 
them to the treasurer of the State Board of Control. 

4. The president shall have full control over the grounds and buildings and 
all exercises of whatever kind whether in the building or on the grounds and 
shall have full authority to prohibit all loafing, loitering or trespassing of any 
Icind and to take such action as he may think necessary to prevent the same. 

5. The president shall, as soon as practicable after the beginning of each 
term or semester, make reports required by the State Board of Control, and 
report to the State Board of Regents the enrollment of students properly classi- 
fied, and the^iame of all teachers with the classes and number of students en- 
rolled in the classes taught by each teacher. He shall also furnish to the State 
Board of Regents a list of candidates for graduation each year designating the 
course of study from which each is to graduate. 

6. The president shall publish annually a catalogue giving the name of each 
student enrolled during the year with the addresses of each by post office and 
county, courses of study, and such other general information and announce- 
ments pertaining to the school as may be of public interest. 

7. When the president desires to leave the school for more than one day, 
except in regular field work, he shall notify the State Board of Regents and 
the State Board of Control. 

8. In the absence of the president the first assistant shall act as president. 

9. The president shall have authority to prohibit both sexes from boarding 
at the same house; to make such special rules for their government as may be 
necessary and to require those who keep boarders or rent rooms to students 
to exercise such supervision over them as shall be to the best interests of the 
schools; the faculty shall have direct control and authority over all students 
boarding in the dormitories connected with the normal schools, and shall under 
no circumstances allow any one except students in actual attendance and 
others authorized by special order of State Board of Control and State Board 
of Regents, to board or room at said dormitories. The president shall have 
supervision over all boarding or rooming places, such as club and mess halls, 
even though they be in private houses, and no student shall room or board at 
any place whether it be a club, mess hall, private house, dormitory, or other 
public or private place which is not approved by the president. 

10. The president shall establish all necessary special rules for the government 
of the school, and shall have authority to administer such punishment as he may 
deem expedient. He shall have authority to suspend students for any time not 
exceeding one year, or to dismiss them permanently when such action is deemed 
necessary for the proper government of the school, the right of appeal to the 



1918.] State Board of Regents. 41 

Board of Regents being reserved to the student being suspended or dismissed. 
But in no case shall any student be finally suspended or expelled until he has 
been given reasonable time and opportunity for making his defense before the 
faculty or president. 

11. The president of each school shall present to the Board of Regents prior 
to each annual meeting thereof a report in writing covering the work of his 
institution for the year, together with any comments and observations for the 
good of such school or the normal school work generally; such reports shall also 
be accompanied with a list of the various teachers recommended by him for work 
in all the departm.ents of said school for the ensuing year. 

The Faculty — The Teachers. 1. Regular teachers in the normal school 
shall hold a standard college degree or its equivalent. Teachers not holding 
a Master's degree or its equivalent at the time of election, will be expected to 
work toward that attainment, it being understood that this rule will not apply 
to teachers in Training Schools. 

2. The salary of the teachers will not depend upon any fixed scale of wages. 
The recommendation of the president based upon his personal knowledge of 
the worth of the teacher to the school will be the chief factor in determining 
salaries. However, the president and regents, in fixing salaries, will consider 
the following: The money available for salaries (the amount is determined by 
legislative appropriation), affect iveness as a class-room teacher, the cost of 
living where the school is located, the length of service of the teacher, reasonable 
participation in community activities, leadership in extra class-room interests 
in the school, influence upon student life, and advancement in preparation. 

4. All teachers in the normal school, no matter what subjects they may 
teach, will be expected to exemplify the best professional attitude, and the most 
modern methods in their class-room work, to the end that students may be 
under the constant influence of teaching worthy of imitation. 

The Student. 1. Students are subject to the rules and regulations of the 
school made for their guidance and government, and for any failure to comply 
with them, may be punished, suspended, or expelled according to the rules set 
forth above. 

2. Students in attendance at any normal school may, upon request, be trans- 
ferred by the president of the school at which they are enrolled to any other 
normal school; but no student from a public or state school shall be admitted 
to a normal school unless he presents a recommendation for admission to said 
school and also a statement of the work he has done, and his standing; all of 
which shall be certified by the principal of the school from which he comes. 

3. No student shall be permitted to carry more than four full-time, or their 
equivalent, studies at any time, except by special permission of the president. 

4. Each regular student shall carry at least three full studies and never more 
than five; and when his studies have been once assigned him he will not be 
permitted to change them except by permission of the president. 

5. No person shall be graduated from a normal school who has not done at 
least one year's residence work, except by special permission of the State Board 
of Regents. 

Miscellaneous. 1. The school year for the state normal school shall con- 
sist of two semesters (or three terms) commencing on the Wednesday nearest 
the 12th day of September. School must be in session each year for a minimum 
of one hufidred seventy (170) days. 



42 Report of [W. Va. 

2. Each school may have, in addition to the sessions named above, a Summer 
Term or quarter not to exceed twelve weeks in length which term shall open 
immediately after the close of the second semester, subject to the approval of 
the State Board of Regents and the State Board of Control. 

'^. There shall be such devotional exercises in the school as the president and 
faculty may prescribe, and the president and teachers sl)all have authority to 
adopt and enforce such regulations governing the attendance of students thereon 
as may seem best for the school. 

4. Extension Work. 

The General Aim and Scope of Our Normal School 

"The place of the Normal School in a democracy is defined by what it is called 
upon to do. It is an exclusively vocational institution. The full-grown Normal 
School with means and opportunity and freedom prepares mature men &nd 
women to teach and supervise teaching in the public -schools of every kind and 
grade. * * * 

"The place of the twentieth-century Normal School is within and of and close 
to the community life of the democracy. It will always conduct extensive and 
intensive studies, rational experimentation and never-ending, but always vary- 
ing, demonstrations of all serviceable pedagogical procedure. Its place will 
always be among the leaders of constructive and productive educational thought 
in the state and nation." 

The cjuotation above taken from an address of a great normal school presi- 
dent, .lohn R. Kirk, expresses in vigorous language the main policy of our State 
Normal Schools. Conditions of the past forced our normal schools to be "general 
purpose" institutions. The day is at hand when they must rally their full strength 
to the one great purpose — training teachers. 

Such a school should make a strong challenge to many hundreds of ambitious 
young men and women. It points the way to "the noblest of professions" — a 
profession that is coming into new fields of opportunity and to higher levels of 
recognition year by year. It is permeated with the inspiration of a dominating 
purpose. While a course in such a school leads to a license to teach with a fair 
salary from public funds, and gives the supreme opportunity of determining 
what manner of life those taught shall live, it gives its students a good measure 
of sound scholarship, a sympathetic insight into childhood, and a grasp of the 
needs of a democratic society that bring them rich rewards outside of the school- 
room . 

Specific Aims of this School 

(Hebe Insert Special Aims op the Institution.) 

Admission to the Normal School 

Persons to be admitted to the Normal School must meet the following re- 
quirements: 

Age. A teacher's certificate cannot be issued in this state to persons under 
eighteen years of age. Hence, students should not seek to graduate from a normal 
school before that age is attained. Students entering upon the secondary or 
short course must be at least fourteen years of age; and those entering upon 
the Standard Normal Course must be at least sixteen years of age. 



1918.] . State Board of Regents. 43 



Health. Applicants for admission to normal schools must present a physician's 
certificate of good health or be subject to a medical examination to show that the 
applicant is not afflicted with trachoma, tuberculosis, or any other communicable 
disease. This regulation is required by the State Public Health Council. 

Scholarship. At the present time students may be admitted to the Prepara- 
tory Department of the Normal School by presenting, ^ ^^ 

1. A Common School Diploma, or i^i^ 

2. A Teacher's Certificate, or ' |i'' 

3. Documents of Evidence to Show Completion of a Common School Course 
of Study. 

It is important to note that an order of the Board of Regents requires normal 
schools to discontinue the first year of high school work according to the following 
schedule: 

Marshall College and Fairmont, fall of 1918. 

West Liberty, fall of 1919. 

All other normal schools not later than 1920. 

The secondary or high school work will be further reduced as rapidly as con- 
ditions will permit. 

Inasmuch as the entrance requirements will ,be made higher from year to 
year, anyone desiring to enter the Normal School should send his credits to the 
president and make sure that such credits meet the regulations before he goes 
to the Normal School. 

Provision will be made in Spring and Summer Terms for the accommodation 
of teachers in service even if their advancement does not measure up to the 
technical requirements. Such persons are urged to correspond with the presi- 
dent regarding these special opportunities. 

Diplomas from classified high schools will be accepted for the number of years 
covered by the high school course. Graduates of standard four-year high schools 
will be admitted to the Junior Year of the Standard Two-Year Normal Course. 

Graduation and What It Means 

The list of graduates of our State Normal Schools and the work they have 
done prove that the normal school attracts men and women of definite purpose 
and equips them for high-grade service. 

Standard Normal Diploma. Upon completion of the Standard Normal 
Course — ^two years in addition to a four-year high school — the student is awarded 
a Standard Normal School Diploma which entitles the holder to a First Grade 
Teacher's Certificate, valid in any school in the state; and, by renewal pro- 
visions, practically good for life. By a general understanding among states, 
such a diploma is accepted as a license to teach in nearly all of the states of the 
union. 

The cities and districts offering the highest salaries arc making a strong demand 
for such graduates. An increasing number of attractive special positions — 
supervisorships in special grades and subjects, principalships, district super- 
intendencies, and teaching in junior high schools — are calling for persons with 
standard normal school training. 

Short Course Certificate. Those completing the Short Normal Course 
which represents four years of work above the eighth grade are entitled to a 
Short Course Teacher's Certificate valid for three years and renewable once for 



44 Report of [W. Va. 

a like period. Holders of this certificate are recognized as especially prepared 
for rural school positions. 

Secondary or Preparatory Credit Certificate. As previously stated, the 
secondary or high school work will be reduced in the Normal School as rapidly 
as conditions will permit. In the meantime, students living near normal schools 
and in vicinities not olTering high school advantages can take preparatory sub- 
jects in the Normal School for which a certificate will be given that is accredited 
by colleges and universities and accepted for entrance to the Standard Noimal 
Course. 

Recognition by Universities and Colleges. Most of the universities and 
colleges of the United States allow practically full collegiate credit for the work 
done in the Standard Normal Course. By spending two years in a normal school, 
a student can secure a license to teach and earn money to meet the expenses of 
taking the remainder of a university or college course, and, at the same time, 
secure nearly two years of credit on the university or college course. The basis 
of giving such credit at our own University follows. 

Credit for Normal School Work in West Virginia University. When 
students have completed a four-year high school course, or its equivalent, before 
entering upon the two years of advanced work required for graduation from 
the normal schools, credit not to exceed 12 hours (See Course of Study for defini- 
tion of "hour") in any one branch, or 27 hours for one year's work or 54 (128 
hours are required for graduation at the University) hours in all, will be allowed 
for work done under the following conditions: 

1. Work to be done by teachers who have completed at least one year of 
graduate work in addition to graduation from a standard college or university. 
(By order of the Board, others who have had long experience and acquired 
eflicicncy by their own efforts, may be admitted to this list, even if the above 
amount of credit work has not been done in actual school attendance.) 

2. W^ork to be done in classes composed entirely of students who have com- 
pleted a standard high school course or its equivalent. 

3. W'ork to be advanced work in reality and not additional high school work. 

4. Text-books, library and laboratory facilities to be of character, kind 
and amount as are necessary for work of college grade. Heads of Departments 
at the University will always be ready to help and advise in regard to these 
items. 

5. All work for which college credit is asked to be certified on sheet separate 
from preparatory work, and to give full information including time, name of 
instructor, text-book, time devoted to laboratory work, and credit desired. 

6. Credit on certificates to be checked by the University Committee on 
Entrance and in case of disagreement it is to be adjusted by the President of 
the University and the Principal of the Normal School concerned and, if this, is 
not possible, by the Board of Regents. 

7. Students are not to go to heads of departments or to instructors in regard 
to credit but must negotiate directly with above named committee. 

8. Extension to be treated and estimated in accordance with these specifica- 
tions as to instructor, time, method of doing work, laboratory and library facil- 
ities, etc. 

9. Students thus admitted will so arrange their work at the University as 
to comply with major and group requirements of the University. 

Fees and Tuition 

Enrollment Fees. It is the general policy of the state to offer the normal 
school advantages free to persons preparing to teach, and as an evidence of good 
faith on the part of the student and to provide a fund to be used for the direct 



1918.] State Board of Regents. 45 

benefit of the student body, each person enrolling from West Virginia (non- 
residents will pay $18.00 tuition a year) must pay the Enrollment Fee indicated 
below. 

All fees must be paid in advance and all students in attendance for part of a 
month will be required to pay full tuition for that month, except in the case of 
pupils who enter after the middle of any month. These will be required to pay 
tuition for only half of the month in which they enter. 

Regular Enrollment Fee .f2.00 term, $3.00 semester, $6.00 year 

Schools are authorized to add to this 

Enrollment Fee, for support of Athletics 

and Entertainment Course 1.00 term, 1.50 semester, 3.00 year 

Total Authorized Enrollment Fees $3.00 term, $4.50 semester, $9.00 year 

Summer Term Fees. For students entering the Normal School for the 
Summer Term, enrollment fees will be: 

For Summer Term of 6 weeks $5.00 

For Summer Term of 8 or 9 weeks 6.00 

For Summer Term of 12 weeks 8.00 

Laboratory Fees. Recognizing the special advantages secured by students 
using the equipment and supplies in scientific laboratories, the State Board of 
Regents authorizes the normal schools to collect from students taking such 
subjects small Laboratory Fees according to the following schedule, the amount 
fixed to be determined by the kind and amount of laboratory work to be done. 
(Here each school will list laboratory fees charged.) 

Music Fees. No tuition will be charged for work in Public School Music 
required in the course of study. Students desiring special lessons in music will 
be required to pay tuition at the rate fixed and published by the Normal School. 
(Each school will insert its rates here.) 

Student Organization Dues. Many voluntary organizations for religious, 
literary and social improvement are formed by the students and under the 
approval of the faculty. Dues are fixed by the membership which is optional 
with students. (See heading, "Student Organizations" in catalogs.) 

Courses of Study 

Prospective students should study carefully the requirements and nature of 
the courses of study offered by institutions under consideration. Before examin- 
ing the program of studies, the student should make himself familiar with the 
following: 

Definition and Explanations 

A unit is the credit for taking a subject five recitation periods (45 minutes 
each) per week for a whole school year of not less than thirty-six weeks. For 
example, a student starting in English at the beginning of the fall term and 
reciting once a day in that subject till if the end of the year in June would receive 
one unit credit in English. As a rule students earn four units a year, but 
exceptional students are sometimes able to earn more. The unit is used as the 
measure of credit for Secondary and Short Normal Courses. 



46 Report of [W. Va. 

A credit is one-third unit, and is sometimes used to show credit received for 
'taking a subject a term or third of a year. 

An hour, usually called "semester hour" is the credit received for taking a 
subject one recitation period a week for a half-year (semester means half-year) 
or eighteen weeks, thus taking a subject five times per week for eighteen weeks 
would give the student five semester hours credit. This term is usually used 
to count work above high school grade where recitation periods are one hour long. 
It will be seen that a student taking four subjects five times a week for a year 
should receive (10) "semester hours" credit, about 35 "hours" being the amount 
of credit generally earned in a year. 

Laboratory Credit. Two class periods in laboratory work are equivalent 
to one recitation period in a subject requiring preparation for the recitation. 
This rule of measurement applies to all subjects not requiring preparation. 

Standard Normal School Course 

Length. This course represents two years of woik above high school grade. 
Sixty-four semester hours of approved credit are required for graduation. 

Credit for a Year. The maximum of credit hours allowed in any one year 
of not less than thirty-six weeks will be thirty-six, unless special permission is 
granted by the State Board of Regents. 

Limits on Credits. A student will not be credited with more than three 
units each in Foreign Languages or in Mathematics in the secondary (High 
School) and Normal Courses combined. 

Required Academic Subjects. If the student has not earned credits in 
United States History and Civics, Agriculture, Music, Drawing and Home 
Economics (for girls) or Manual Training (for boys) in High School, he must 
obtain these credits in the Normal School Department. 

Elective Academic Subjects. Each normal school will l^c allowed, under 
the limitations above, to determine what academic subjects shall be offered in 
the Standard Normal Course. The special preparation and abilities of the 
members of the faculty, the equipment of the school, and the special needs of 
different groups of students, should determine the academic work offered. The 
method and material in so-called academic subjects should make them add much 
to the professional equipment of prospective teachers. Ij^ 

Observation and Practice Teaching. The minimum of observation and 
practice teaching required for graduation is ninety recitation periods, approx- 
imately sixty to be sent in practice teaching. This requirement presupposes 
careful preparation on the part of students for observations and leaching exer- 
cises whif'h are to be followed by conferences. 

Required Professional Work. At least thirty-six hours (4J/^ units) of the 
courses must be made up of professional subjects, music and drawing to be 
included as professional if taken as method subjects. The following minimum 
professional credits will be required in all normal schools: 

1 . School Problems and Management 2 semester hours 

2. Special Metliod 3 semester hours 

3. Applied Psychology 4 semester hours 

4. Principles of Education 2 semester hours 

5. General Method 3 semester hours 

6. School Organization and Administration 2 semester hours 

7. Observation and Practice Teaching (See above). 



1918.] State Board of Regents. 47 



Each normal school will arrange the required work and electives in programs 
of study to suit local conditions. "The sequence indicated alwve shows the order 
of professional subjects recommended by some of the best known authorities 
on normal school c}uestions. 

Program of Study for Standard Normal Course 

(Here each school will insert Program of Study) 



The Short Normal Course 

This course is designed especially for those preparing to teach in rural and 
village schools. Graduates of a liberal four-year high school can complete this 
course in one year. If the work taken in high school is chosen to that end, a stu- 
dent may take three years in high school and complete this course in the fourth 
year. 

Special Credit for Teachers. Persons of successful experience holding a 
teacher's certificate showing high grades on some subjects, may, by special 
examination, or by submitting reliable evidence of advancement beyond the 
eighth grade, secure special credit or advanced standing in some high school 
subjects. Such credit will be given at the discretion of the normal school presi- 
dent and faculty. 

Credit for Home Study. A limited amount of credit on the Short Course 
may be earned by regular work in Extension Classes or through Correspondence 
Study. Persons interested in these methods of securing credit should write to 
the normal school president for information. 

Program of Subjects — Short Normal Course 

The Short Normal Course is made up of the subjects listed below. For sim- 
plicity, the credit is indicated by weeks, it being understood that classes recite 
forty-five minute periods five times per week. The course requires a total of 
16 units of credit distributed as follows: 

Required Subjects 

Group I 

English 108 weeks 

English History or Modern European History 36 weeks 

American History and Civics 36 weeks 

Agriculture 36 weeks 

Manual Training — for boys \ 

\ 36 weeks 

Home Economics — for girls j 

Drawing and Music (18 to 36 weeks of each) 36 weeks 

Physical and Commercial Geography 18 weeks 

General Science 36 weeks 



Total 9M units 

Group II (Required) 

Child Study or Elementary Applied Psychologj^ 18 weeks 

Principles of Education 18 weeks 

School Management 18 weeks 



48 Report of [W. Va. 

Principles of Studying and Teaching 18 weeks 

Sanitation and School Hygiene 18 weeks 

*Observation and Practice Teaching 18 weeks 

Total 3}4 units 

Elective Subjects 

Three units elective from the following list of subjects: 

English 36 weeks 

Botany 36 weeks 

Chemistry 36 weeks 

Physics 36 weeks 

Horticulture (may take 36 weeks) 18 weeks 

School Gardening (may take 36 weeks) 18 weeks 

Elementary Sociology 18 weeks 

Poultry Raising 18 weeks 

Algebra 36 weeks 

Geometr\' . 36 weeks 

Ancient and Mediaeval History 36 weeks 

Home Economics 18 weeks 

*T raining teachers will test, in lesson planning for observation and practice teaching, the student's knowledge of 
the common school subjects In all cases where the student does not measure up to 85 per cent, he must raise the 
subject to this standard by special study followed by an examination. 

Secondary or Preparatory Course 

According to the announcement made elsewhere, the secondary or high-school 
course in our Normal School will be discontinued insofar as conditions will per- 
mit. For the accommodations of persons without high-school advantages in 
their home districts, for mature persons preparing to take a regular normal 
course, a secondary or preparatory course will be offered. Anyone wishing 
to pursue such a course in a normal school should secure information as to whether 
the subjects desired are being offered by the normal school. The normal school 
will adjust the preparatory academic work so as to extend it over four full years, 
paralleling as nearly as practicable the four-year courses of a standard secondary 
school, aggregating a total of fifteen units. The completion of this four-years' 
course shall be required for admission to the course leading to the standard 
normal diploma. 

Any student satisfactorily completing this four-year preparatory course at 
any of the state normal schools shall be entitled to admission to the freshman 
class of any college of the University on the certificate of the school stating that 
the said four-year preparatory course has been satisfactorily completed and 
that the applicant has satisfied all special requirements for admission to the 
college which he seeks to enter. 

The secondary course of the normal school shall conform to the requirements 
of the regular high-school course outlined by the State Board of Education and 
published in the State Manual. Students who expect to pursue the Normal 
Course must have credit for the following subjects in the Secondary Course, or 
obtain such credits in the Normal School: 

Subject Minimum Credit 

English 4 units 

United States History and Civics 1 unit 

Agriculture 1 unit 

Home Economics (for girls) 1 unit 

Manual Training (for boys) 1 unit 

Music and Drawing 1 unit 



1918.] State Board of Regents. 49 

Students are urged to complete at least one year of secondary work before 
entering the normal school. The president of the normal school will be pleased 
to give prospective students suggestions as to how such credits may be secured 
by home study. 

In this Normal School, the subjects of the Secondary Course are arranged as. 
follows: 
(Here insert Secondary Course) 



PART TWO 



REPORT 

STATE VOCATIONAL BOARD 



OF 



WEST VIRGINIA 



1917-18 



STATE OF WEST VIRGINIA 

Organization For Vocational Education 
Year 1917-18 

State Vocational Board 

M. P. Shawkey State Supt. of Schools Charleston 

(Chairman) 

E. W. Oglebay Manufacturer and Farmer Wheeling 

Geo. S. Laidley City Superintendent of Schools Charleston 

N. G. Keim Insurance and Real Estate Elkins 

F. N. Sycakoose Lawyer and County Food Adm'tor Webster Springs 

J. F. Marsh Secretary Charleston 

State Directors and Supervisors 

J. F. Marsh Acting State Director Charleston 

C. H. Winkler Director of Vocational Agriculture Morgan town 

P. C. RouzER Asst. Director of Voc. Agriculture Morgantown 

Rachel Colwell Director of Home Economics Morgantown 

Mary B Oliver Asst. Director of Home Economics Morgantown 

A. C. Callen Supervisor of Mining Education Morgantown 

Note — The directors and supervisors listed above, excepting the acting state 
director, were loaned to the State Vocational Board on part time by the West 
Virginia University. These ofTicers were employed by the State Board of Regents 
which is, ex-ofTicio, State Vocation Bojird, and, for that reason, were directly 
responsible to the latter board in the performance of the duties indicated by their 
titles. 



LETTER OF TRANSMITTAL 



State of West Virginia, 
State Vocational Board, 
Charleston, September 14, 1918. 
To Honorable John J. Cornwell, 
Governor of West Virginia. 

Dear Sir: 

In accordance with the statutes of West Virginia, I hereby 
transmit to you, and through you to the Legislature and people 
of the state, the first Annual Report of the State Vocational Board, 
covering the year ending June 30, 1918. 

This report includes not only the data specified by the statute, 
but also such information and suggestions as may be required 
to give the people a correct idea of the present status of this phase 
of our educational system and its future possibilities and its needs. 

Very respectfully yours, 

M. P. Shawkey, 

Chairman. 
J. F. Marsh, 

Secretary and Acting Director. 



FOREWORD 



The State Vocational Board of West Virginia feels the special honor and 
responsibilities that go with its duty to begin the definite organization of voca- 
tional education in a great commonwealth. Chance has given this Board the 
privilege of being a part of the beginning of a movement that will reach a great 
majority of the industries and homes of the country within a generation — a 
movement that will convert much unused or poorly used power into serviceable 
skill and turn the light of intelligence upon industry with all the attendant 
blessings that are sure to result. • 

With such a conviction, this Board feels that it should set out a few brief 
statements to show the conditions with which vocational education must deal, 
and some of the ways the problems that suggest themselves, may be solved. 
For the use of those who have to do with the administration of the Smith-Hughes 
Act, the details of vocational work done under this Act in our state in 1917-18 
with the complete plans that will govern such educational work in 1918-19 are 
included in this report. 



OUR POLICY FOR VOCATIONAL EDUCATION 

Laissez faire, meaning "Let things be," is the doctrine opposite the policy 
of this Board. Many say, "Labor will work out its own method of training 
workers;" " Capital should not be interferred with in its employment of laborers;" 
"Why worry about problems that will work out themselves." Such a policy 
that may seem sound when applied to big questions can be reduced to absurdity 
by applying it to small concrete situations. For example: "If the cow's in 
the corn, leave her alone; she will satisfy herself and leave the field presently;" 
"If the house is on fire, do not bother, it may rain soon;" "If the child is sick, 
do not send for a doctor for it will either die or live if left alone." We contend 
that the cow should be driven out, the fire quenched, if possible, and the doctor 
called. 

The savage, the ignorant, the lazy let things alone as much as their selfish 
desires wiU permit. The highly intelligent man will always put questions to 
his environment to learn what more he can make of it, and, in turn, what more 
it can make out of him. It must be remembered that people, the common folks, 
make up an important part of our environment, and ordinary good business 
requires that the state or nation through proper agencies of these same people 
must inquire into the worth and the welfare of each group to see how each may 
best contribute to the common wealth and thereby help to improve its own con- 
ditions. This Board takes the position that it should actively inquire as to how 
education may adapt itself to the special needs of those engaged in the honorable 
pursuits of agriculture, home-making and trades and industries. 

As will be shown in the following article, the possibility of making education 
serve the immediate needs of certain classes has been demonstrated in many 
fields of activity in this country — mostly in the professions requiring but a small 
percentage of our workers. We thorougnly believe in these professional voca- 
tional schools and are of the opinion that their standards and support should 
be increased. Furthermore, we believe in the common elementary schools for 
all and the American policy that all the children of ail the people should be given 
as much common knowledge as conditions will permit. 

Here in America, we must keep all education under the same management. 
If we estabUsh any special straight and narrow educational paths, let them one 
and all run side by side with no barriers between so that all combined will make 
the one great broad highway of American opportunity >\here our pupils can jostle 
about according to their changing tastes, but let us make sure that a youth 
looking for a special way and a special guide can find them. 

We believe in both general education and vocational education as defined 
by the Federal Board for Vocational Education in the following paragraph: 

"General Education, properly directed and controlled aims to make intel- 
ligent consumers of what society has produced, whether the product be music, 
art, service, literature, food, or what not. Vocational education, on the other 
hand, aims to make an intelligent producer, either of commodities or service." 

We believe that the vocational branch of our educational system has been 
neglected and pledge ourselves in our official capacity to use our best efforts 
to enlarge and improve this important means of making better citizens and 
thereby a better commonwealth. 



60 Report of [W. Va. 

I 
THE SITUATION 

General Background Facts 

The General Situation. According to the last United States Census, the 
workers of our country were distributed as follows: 

Professions 4% 

Trades and Transportation 16% 

Domestics 20% 

Manufacture and Mechanics 24% 

Agriculture 36% 

The following facts are taken from 1916 report of the United States Com- 
missioner of Education : 

21,95S,8i56 pupils were enrolled in the schools of the United States in 1915. 

91% were enrolled in the elementary schools. 

7%+ were enrolled in the high schools. 

2% — were enrolled in higher institutions of learning. (See Fig. 2.) 

42% of young people between the ages of 15 and 17 years were not in school. 

41% of boys between the ages of 14 and 15 years were engaged in gainful 
occupations. 

20% of girls between the ages of 14 and 15 years were engaged in gainful 
occupations. 

The schools of the United States, public and private, are already in the business 
of vocational education, having made general provision for the training of: 

Lawyers Nurses 

Preachers Teachers 

Doctors Engineers 

Dentists Stenographers 

Pharmacists Farmers (partially) 

It will be seen that most of the list above is included in about 5% of our popu 
lation. 

The United States Government has wisely used its machinery and financial 
aid first, to train leaders and to make investigations for important interests 
that the states with their traditional school systems were neglecting. Such 
Acts of Congress as the Morrill Act, the Adams Act and the Hatch Act expressed 
the Federal Government's conviction that there was a dis inct national need 
for trained leaders in the fields of mechanics arts (now provided in our college 
of engineering), and agriculture as naw provided in our national system of agri- 
cultural colleges and experiment stations. Time proved the wisdom of national 
aid and supervision in the occupations just referred to, but that was not enough. 

Early in this new century the grim picture of hunger and the handwriting on 
the wall of the desertion of the farms caused our Government to look beyond 
the scientific laboratories and the leaders to the real farmers, the men toiling 
the land, and to inquire what might be done to carry the message of science to 
their homes and their fields and to get them to use it. The Smith-Lever Act, 
providing for Agricultural Extension, was passed. The wise administration of 
this act has proved the clearness of the vision of its makers, and the possibility 
of giving defmite help to a large class of workers. 

Even before the urgent demands of war revealed a great national need for 
more trained workers in the mechanical trades and allied industrial fields. Con- 
gress had taken notice of this national weakness and had passed (February, 



1918.] 



State Board of Regents. 



61 



1917) the Smith-Hughes Act, the purposes of which are well stated in the fol- 
lowing quotation from the title of the act: 

"An act to provide for the promotion of vocational education; to provide 
for co-operation with the States in the promotion of such education in agriculture 
and the trades and industries; to provide for co-operation with the States in 
the preparation of teachers of vocational subjects; and to appropriate money and 
regulate its expenditure." 

At last our Federal Government has provided adequate supervision and 
generous financial assistance for the trade education of our great bodj' of work- 
men, and has called upon the states to fall into line in this business-like move- 
ment. That the states were prepared to take up such work is shown by the 
fact that the entire forty-eight put the vocational education program into opera- 
tion during the first year of its administration (1917-18) forty-six using the 
State Board of Education or a similar board as the State Vocational Board, 
thus showing that the states consider vocational education a phase of our general 
educational system. 

The amount of the Federal Government's financial aid to vocational educa- 
tion and the amounts for West Virginia are shown by Table I. 

TABLE I— AMOUNT OF GRANTS BY THE FEDERAL GOVERNMENT FOR VOCATIONAL EDUCATION, 
BY REGIONS AND STATES, FOR EACH FISCAL YEAR 1917-1926 AND ANNUALLY THEREAFTER 





Total Grant for Vocational Education for Fiscal Year Ending June 30 


NATION 


1917-18 


1918-19 


1919-20 


Estimate Based on 1910 Population 


AND 
STATE 


1920-21 


1921-22 


1922-23 


1923-24 


1924-25 


1925-26 

and 
annually 
there- 
after 


United States 
West Virg nia 


$1,655,586 
21,722 


$2,307,460 
29,417 


$3,052,072 
37,508 


$3,632,177 
45.220 


$4,124,977 
51.599 


$4,619,026 
57,978 


$5,199,255 
64.357 


$6,176,126 
77,115 


$7,161,726 
89,873 



Table II will show how the national aid will be divided among the interests 
it is intended to promote. 

TABLE II— ANNUAL GRANTS BY THE FEDERAL GOVERNMENT FOR VOCATIONAL EDUCATION UNDER 
THE SMITH-HUGHES ACT APPROVED FEBRUARY 23, 1917 







Agriculture: For 


Trade, Home 


Teacher Training: 


For Federal 


FISCAL YEAR 


Total for 


Salaries of Teach- 


Economics and 


For Salaries of 


Board for 


ENDING 


all 


ers, Supervisors 


Industry: For 


Teachers and 


Vocational 


JUNE 30 


Purposes 


and Directors 


Salaries of 


Maintenance of 


Education 






(Section 2) 


Teachers 
(Section 3) 


Teacher Training 

(Section 4) 


(Section 7) 


1917-18 


$ 1,800,000 


$ 548,000 


$ 566,000 


$ 546,000 


$ 200,000 


1918-19 


2,512,000 


784,000 


796,000 


732,000 


200,000 


1919-20 


3,182,000 


1,024,000 


1,034,000 


924,000 


200,000 


1920-21 


3,836,000 


1,268,000 


1,278,000 


1,090,000 


200,000 


1921-22 


4,329,000 


1,514,000 


1,525,000 


1,090,000 


200,000 


1922-23 


4,823,000 


1,761,000 


1,772,000 


1,090,000 


200,000 


1923-24 


5,318,000 


2,009,000 


2,019,000 


1,090,000 


200,000 


1924-25 


6,380,000 


2,534,000 


2,556,000 


1,090,000 


200,000 


1925-26 


7,367,000 


3,027,000 


3,050,000 


1,090,000 


200,000 


Annually thereafter . 


7,367,000 


3,027,000 


3,050,000 


1,090,000 


200,000 



The national program for vocational education was expanded again in the 
summer of 1918 when Congress passed the Smith-Sears Act which makes com- 



62 Report of [W. Va. 

plete provision for vocational education for disabled soldiers. This act will be 
administered entirely by the Federal Board for Vocational Education. 

In closing this brief discussion of the vocational education situation from 
a national point of view, we venture the prediction that our Congress will, in 
the near future, pass a Military Vocational Act that will require every youth 
of the land to learn at least the rudiments of a trade or profession that can be 
used for the common good in case of war or other calamity, and that will prove 
an individual asset in normal times. • 

The West Virginia Situation. West Virginia's chief industrial interests 
with which vocational education will have to do, may be divided into four 
principal divisions — manufacturing, ,f arming, coal mining, and oil and gas in- 
dustries. 

No figures are now available to show accurately the present status of manu- 
facturing in the state because each month many new concerns are springing up. 
The following figures are taken from the Report of the Labor Commission (1917) 
and represent only the factories actually inspected. At least 25% should be 
added to the figures to show the totals for that year. 

Number of factories 849 

Total tiumber of employees 67,300 

Male employees 59,101 

Female employees 9,199 

Value of annual product (estimated $200,000,000 

A few of the leading manufacturing interests and the attendant educational 
problerns are indicated by the following figures taken from the report of the 
State Bureau of Labor (1915). All of the industries, with the possible exception 
of lumber, are much larger now (1918). 

Industry Number Employed 

Lumber , 12,279 

Foundries and Machine Shops , 8,193 

Glass • 4,637 

Potteries 2,563 

Chemicals (not incl. Gov't plants) 2,000 

Brick 517 

Enamelware 617 

Clay 57 

The United States Census shows that the number of farms 

in the State is about 100,000 

W^ith an annual product of about .^100,000,000 

Details about our farms and the education now being offered to our farmers 
are published fully in the report of the Extension Division of the College of 
Agriculture and for that reason need not be given here. How to reach these 
100,000 farm family groups with real vocational education is an interesting 
problem. « 

The situation which the State Vocational Board faces when it undertakes to 
provide any special educational advantage for miners can be roughly pictured 
from the following figures. (Report Bureau Mines 1917.) 

Coal tonnage for year 79,806,652 

Number of mines 1,203 

Number of mining companies 667 

Total number miners 88,665 

American miners 48,237 

Foreign miners 40,428 



1918.] State Boabd of Regents. 63 

Number pick miners 17,839 

Number machine miners 25,634 

Number helpers and to run machines 4,905 

Laborers, not mining, inside mines 21,987 

Laborers outside mines 15,730 

Laborers in manufacturing coke 2,570 

Since the oil and gas business, although large, is waning, and is carried on 
by mature men who go from place to place, it does not present a situation de- 
manding the special concern for those in charge of vocational education. 

While the notes and figures above show some of the main industries of the 
cities and towns where vocational education will be first offered, there are thirty 
or forty other industries with a great variety of sub-divisions that will offer 
abundant opportunities for special classes for special groups of workers. 

Now let us put the school situation in West Virginia over against the indus- 
trial conditions so as to suggest questions concerning their relationships. 

Table IIL Enrollment in Schools of West Virginia, Year 1916-17. 

Grade and Year Boys Girls Total 

First grade 40,284 35,084 75,368 

Second grade 23,185 20,997 44,182 

Third grade 23,005 21,578 44,583 

Fourth grade 21,323 21,645 42,968 

Fifth grade 16,363 16,897 33,260 

Sixth grade 12,254 13,139 25,393 

Seventh grade 9,506 10,589 20,095 

Eighth grade 9,598 10,688 20,286 

155,518 150,617 306,135 
High School 

First year 2,820 3,655 6,475 

Second year 1,807 2,211 4,018 

Third year 1,175 1,461 2,636 

Fourth year 792 1,147 1,939 

6,594 8,474 15,068 

What are some of the outstanding facts to be noted in Table III? 

Five per cent of the total number of boys and girls enrolled in the elementary 
and high schools are found in the high schools of the state, showing that 95 out 
of every 100 are out in the work of the world without high school education. 

One-half per cent complete a standard high school course. 

Seventy-seven per cent approximately of the boys who enter the first year 
of school are out of school at the beginning of the seventh grade. What can 
the school do to hold some of these 77 out of every 100 in school or to follow them 
with some kind of profitable instruction after they go to work? 

Our high schools are improving very rapidly, especially in instruction and 
equipment intended to help young people in preparing for a vocation, but the 
figures in Table III show that the high schools are still giving most of their 
attention to the 5% who rriay enter the professions, rather than to the 95% 
who will do the ordinary work of the world. 

Note — ^The figures for 1917-18 show a distinct tendency toward vocational 
work. 

Table IV. Number of students pursuing each high school subject: 

Agriculture 1,466 

Algebra, elementary 4,965 

. Algebra, advanced 855 



64 Report of [W. Va. 

Aritnmeiic, general 974 

Arithmetic, commercial 1,429 

Biology 1,804 

Botany 807 

Bookkeeping 1,306 

Chemistry 1,178 

Chemistry, household 45 

Civics and Citizenship , 1,945 

Drawing, mechanical , 1,515 

Drawing, free hand 924 

Economics 284 

English, first year 5,862 

English, second year ^ 3,671 

English, third year " 2,552 

English, fourth year 1,914 

English, commercial 220 

Ethics 35 

French, first year 528 

French, second year 245 

French, third year 55 

General Science 2,026 

Geography, commercial 939 

Geography, physical 1,676 

Geology 327 

Geometry, plane 2,586 

Geometry, solid 435 

German, first year 1,860^ 

German, second year ■ 865 

German, third year 151 

German, fourth year 49 

History, general • 126 

History, ancient 3,526 

■ History, medieval and modern 2,041 

History, English '. 1,013 

Histor>', American 1,753 

History, industrial 95' 

Household science 2,375 

Household art 1,797 

Hygiene and Sanitation 839 

Latin, first year 2,646 

Latin, second year 1,466 

Latin, third year 283 

Latin, fourth year 154 

Manual training 1,439 

Music 3,087 

Normal training subjects 162 

Penmanship 361 

Physics 900 

Physical training 490 

Psychology 107 

Public speaking 139 

Sociology, rural 68 

Sociology, general 214 

Spelling 1,491 

Spanish ■ 229 

Stenography 753 

Trigonometry 87 

Typewriting : 1,218 

> Vocations, Survey of 168 

Zoology f 267 



1918.] State Board of Regents. 65 

By summarizing the facts in Table IV, we get the following: 

Studv Students 

English 14,219 

Mathematics 11,331 

Science 9,965 

History 8,554 

Foreign Languages 8,531 

*Domestic Science 2,375 

♦Domestic Art 1,797 

♦Agriculture 1,466 

♦Manual Training 1,439 

All vocational subjects (mechanical drawing, typewriting, short- 
hand and Commercial English) 3,706 

*These subjects may be considered semi-vocational, but, for the most part, they are taught for what is termed 
' 'cultural purposes." 

Some Conclusions about the West Virginia Situation. It is not the 
intention in this first report of the State Vocational Board to suggest any definite, 
large program for vocational education in the state. What is recorded here is 
intended to show that there is an important educational problem to solve. The 
foregoing statements in this article seem to warrant the following general con- 
clusions. 

1. This state needs schooling that will bring specially trained brains and 
hands into contact with some of our great natural resources that are waiting to 
be made valuable. Our geological surveys show great possibilities in sands, clay, 
stone and ores of our state. The table of industries shows how much education 
we need in that direction. Some of this much needed service should be rendered 
at our University, but some of it may be done better in small groups orgaui^ed 
about some master-worker. We need much more insight into our undeveloped 
resources. 

2. We need education that will discover and train experts who will add the 
touch and value of the genius to some of our raw material. For example, we 
have 12.000 to 15,000 workmen in the lumber industry despoiling our fine hard- 
wood forests and shipping the raw lumber away to feed the immense furniture 
factories that are making other states rich. Our scheme of education should 
hasten the reduction in our "raw" products and increase the output of our 
"finished" products. 

3. Through our Junior High Schools, part-time classes, and other classes, 
the possibilities of vocations should be thoroughly exposed to large numbers of 
young people who are now drifting out from the sixth and seventh grades in 
great armies to "blind alley" occupations. The application of such a policy may 
be indicated by reference to the classes in clay molding at Wheeling. Great 
numbers of young folks are attracted to these classes taught by an expert from a 
pottery. The leaders of the industry estimate that from five to ten out of each 
one hundred enrolled in these clases find their way into the industry and become 
experts; the other members secure satisfactory value from a general educational 
standpoint. 

4. So far as the administration of the Smith-Hughes law is concerned, it 
will be directed for the most part toward the definite training of groups of workers 
for definite occupations, the training to be given in regular agricultural and 
industrial departments in high schools; also, for the improvement of the work 
of workers through evening industrial classes, and the general improvement of 
workers through part-time classes. 



66 Report of [W. Va. 

We predict that the aid, supervision and encouragement for vocational edu- 
cation made possible by the Smith-Hughes Act will result in a general state- 
wide movement for the training of workers. Thus, the great service of the 
Federal Government will consist in what it causes the state to do for itself in the 
field of vocational education. 

BRIEF ACCOUNT OF WORK IN WEST VIRGINIA 1917-18 

1. Legislation. The provisions and the benefits of the Smith-Hughes Act 
were accepted by the Legislature May 26, 1917. This act was general in its 
nature, making the State Board of Regents the State Vocational Board, with 
power to set up a system of vocational education to comply with the Federal 
Act. No money was appropriated for direction and supervision. The law- 
makers felt that the Legislature could act more wisely as to finances, and a 
complete vocational law after the State Vocational Board will have had exper- 
ience on which to base recommendations to the Legislature. 

2. Co-operation with Educational Agencies. The University of West 
Virginia, through the College of Agriculture, the College of Engineering, the 
Department of Education, and the Agricultural Extension Division, offered 
its full co-operation. Since the State Vocational Board has complete charge of 
the University, it made it easy to transfer some of the members of the faculty 
of that institution to the vocational work. The normal schools and other edu- 
cational institutions offered their services in the vocational field, but could 
not be recognized this year. 

Local Boards of Education, the State Council of Defense, Chambers of Com- 
merce, Rotary Clubs, and the industries have responded satisfactorily when 
called upon. 

3. Method of Directing State Work. The State Board has held several 
meetings during the year. A committee of the Board held conferences with 
Federal experts in Washington. Other members attended the meeting of the 
Society for the Promotion of Vocational Education, and state conferences on 
the subject. 

There being no appropriation for a State Director, the State Vocational Board 
designated its secretary as Acting State Director. An office with complete 
files and records was maintained in the State Department of Schools in the 
State Capitol. From this office general directions were given to local boards as 
to general requirements, and to special supervisors as to their general duties. 

The Acting State Director, within the year, attended two conferences with 
the Federal Board in Washington, two national meetings for vocational educa- 
tion, and four conferences within the state with Federal supervisors and state 
leaders. He visited all schools, excepting agricultural schools, asking for approval. 
The method of administering the Federal Funds is ^ven in the next paragraph. 

4. Handling of Smith-Hughes Fund. Below in topical form is shown 
the* method of making disbursements from the Smith-Hughes Funds. The 
State Board of Control (referred to in the outline), has charge of the financial 
affairs of state institutions of all kinds, including nearly all state finances. That 
Board has generously co-opcraled with the State Vocational Board by handling 
the requisitions and keepkng a full set of books for Smith-Hughes Funds. The 
steps are as follows: 



1918.] State Board of Regents. 67 

a. The State Treasurer receives the Smith-Hughes Funds. 
h. These are deposited as State Board of Control Funds. 

c. Local boards and institutions agree to meet standards set up by State 
Vocational Board. 

d. A State Supervisor visits local schools or institutions to ascertain if the 
standards are being met. 

e. If work is approved, the special supervisor certifies to the State Director 
the amount due a lo^al board or institution for reimbursement. 

f. The State Director makes a payroll in favor of local treasurer or institu- 
tion, approves it for the amount due, writes a requisition on State Board of Con- 
trol-Smith-Hughes Fund designating the proper sub-division of the fund, at- 
taches the requisition to copies of the payroll, which in turn are turned over to 
State Board of Control. 

g. State Board of Control approves requisition, makes proper entry in ledger, 
and forwards to State Treasurer. 

h. State Treasurer draws State-check and ssnds it to Acting State Director. 

i. Acting State Director sends the check to local treasurer or institution 
with instructions as to its use. 

j. Local treasurer sends ofTicial receipt to Acting Director for his permanent 
files. 

Before final payment is made for the year, the president of the local board is 
required to make affidavit that an amount twice that to be paid from the Smith- 
Hughes Fund has been spent by local board for approved vocational teaching. 

5. The Work of State Supervisors. All schools and classes approved 
were visited by state directors or supervisors. On such visits class instruction 
and work were observed, equipment inspected, and conferences held with local 
principals and teachers. In some cases, especially in the agricultural work, forms 
and outhnes to guide local teachers and supervisors were furnished. Most of the 
classes in agriculture were visited several times as shown by the Special Report 
of State Director of Vocational Agriculture found in a later article in this report. 

The work for miners and mechanical classes for conscripts were checked up 
by experts loaned by the College of Engineering of the West Virginia University. 
The following report shows the nature of such inspection: 

May 14, 1918. 
Mr. J. F. Marsh, Secretary, 
State Vocational Board, 

Charleston, West Virginia. ' 

My dear Mr. Marsh : 

At your suggestion I inspected the work of the various classes in 
the Federal Evening School for conscripted men of Wheeling and Ohio 
County on May 9, and in the evening, accompanied by you. Super- 
intendent Githens, and Mr. Carpenter, Director of the School, visited 
each of the following sections while in session: 

Engine and Chassis Repairs, at the Engineering & Equipment Com- 
pany. 

Chauffeurs and Truck Drivers, at the garage of the Packard Motor 
Company. 

Ignition and Magneto Repairs, at the shop of J. D. Luken. 

Aeroplane Carpentry, Sheet Metal Woik, and Gas Welding, at the 
Wheeling High School. 

During the visit I met and talked with all of the instructors except 
the teacher of the chauffeurs and truck drivers. I found" them competent 
and enthusiastic, doing the work at a financial sacrifice as a patriotic 
service. The equipment in each instance is ample for the work in hand 
and the work is well organized. I particularly wish to commend the 
work of Mr. Carpenter in organizing and training his teaching staff; 
for the courses of study and practice which he nas developed and for 
the enthusiasm that he has instilled into both the instructors and the 
pupils. The work follows pretty closely that laid down in the bulletins 



68 Report of [W. Va. 

issued by the Federal Board for Vocational Education and is highly 
practical in character. In every class I found more to praise than to 
criticize. 

In the class for gas engine and chassis repairs at the time of our visit, 
the, number of men working on one engine was perhaps too many. 
Ordinarily such practice might promote a tendency on the part of those 
who were inclined to be shirkers to allow one or two to do the thinking for 
the crowd, but the methods of checks adopted by the instructors seems 
to correct any tendency of this character. 

As previously stated, I did not meet the instructor for the class of 
chauft'eurs and motor truck drivers for the reason that he was out giving 
practical instruction in driving with a pari of his class. The members of 
the class that 1 saw at work were cleaning a motor. The work was being 
done well, but in the absence of the instructor one or two of the men 
were not working very vigorously. 

The criticisms" that I have made are perhaps too trivial to be men- 
tioned, and on the whole, Mr. Kizer, the instructor in auto and chassis 
repairs, is to be congratulated on the splendid results that he has ob- 
tained. 

Very truly yours, 

C. R. Jones, 

Dean 

6. Publications. The State Vocational Board has published and distributed 
widely in the state one general bulletin, "Vocational Education in West Virginia 
Under the Smith-Hughes Law." 

Bulletin No. 1. "The West Virginia Plan for Vocational Agricultural Edu- 
cation" was prepared and distributed by Dr. C. H. Winkler, State Director of 
Vocational Agriculture. 

Circular No. 1. "Mining Extension" shows general basis for classes for 
miners, although the scheme has been adapted to meet Smith-Hughes require- 
ments. 

Many circulars and forms have been mimeographed and used in the general 
work. 

7. Training Vocational Teachers. The Federal Act provided an allot- 
ment of .'§(^662.50 for aiding this state in training special vocational teachers. 
The State Vocational Board designated the West Virginia University as the 
institution to undertake this work. It was impossible to organize many classes 
that would meet the rigid requirements of this section of the act, and only $1,025 
of the Federal Fund was used for this purpose. The classes included: 

(a) Candidates for teaching vocational agriculture 7 

(Id) Candidates for teaching vocational home economics 15 

8. Trades, Home Economics and Agriculture. The tables which follow 
will show the nature and extent of the work done in these branches, and the 
Special Report on Agriculture (Appendix A, Part Two) will give particulars 
about that subject which is better supported and farther extended than the 
others. 

9. Plans and Prospects. The governing boards are in full accord with the 
purposes of this act and pledge themselves to carry out the government's pro- 
gram in this state in a thorough manner, using the institutions now established 
for the purpose. The Stale Boards will join in a recommendation asking the 
Legislature to designate certain appropriations to be used to meet the state' 
obligation to match the Federal appropriation. s 



1918.] 



State Board of Rexjents. 



69 



STATISTICAL TABLES 
Table V— Enrollment in Evening Schools, 1917-18 

Charleston Enrollment 

Home Food Preparation 6 

Home Food Preparation 7 

Home Food Preparation 11 

Fairmont 

Mechanical Drawing for Machinists 8 

Huntington 

Applied Electricity. 12 

Applied Chemistry 10 

Woodwork 18 

Mechanical Drawing 17 

Auto-Repairing 31 

Sewing 18 

Cooking • 22 

Parkersburg 

Auto-Repairing 73 

Applied Chemistry 10 

Applied Electricity 16 

Mechanical Drawing 34 

Telegraphy 24 

Dietetics 16 

Cooking 10 

Sewing 44 

Dressmaking 32 

Millinery 45 

Wheeling 

Mechanical Drawing 55 

Shop Arithmetic 55 

Applied Chemistry 22 

Cooking 20 

Sewing 22 

Parkersburg (Classes for conscripts) 

Radio-Buzzer 11 

Gas Engine and Motor 17 

Acetylene Welding 12 

Forge Work 12 

Wheeling (Classes for conscripts) 

Chauffeurs 34 

Sheet Metal 17 

Engine Repair 45 

Air Plane Carpentry 24 

Ignition and Magneto Repair 28 

Oxy-Acetylene Welding 25 

*TABLE VI— ENROLLMENT IN VOCATIONAL AGRICULTURAL SCHOOLS 1917-18 



NAME OF SCHOOL 


LOCATION 


ENROLLMENT 




Male 


Female 


Total 


Tyler County High School 


Middlebourne 


18 

11 

10 

9 

15 

20 

3 

1 


5 
22 

9 
10 

2 
14 

3 


23 
33 


Clay County Hic^h School 


Clay 


19 




19 




Griffithsville 


17 




Ronceverte 

Shinnston 

Milton 


34 




3 


Grant District High School 


4 



70 


Report of 




[W. 


Va. 


Agricultural Evening Schools 






8 
3 
8 


2 
6 
3 




10 






9 


Burton School 


Burton 


11 



*For further details see Special Report on Agriculture. 



TABLE VII— RECEIPTS FROM FEDERAL FUND 1917-18 

Purpose Amount 

For Salaries of Teachers, Supervisors or Directors of Agricultural Subjects $10,059.77 

For Salaries of Teachers of Trade, Home Economics and Industrial Subjects 5,000.00 

For Preparing Teachers, Supervisors and Directors of Agricultural Subjects, and Teachers of Trade and 

Industrial and Home Economics 6,662.50 

Total $21,722.27 

TABLE VIII— EXPENDITURES FOR VOCATIONAL EDUCATION 1917-18 



PURPOSE 


From 
State 
Funds 


From 
Local 
Funds 


From 

Federal 

Funds 


Total 


For Salaries of Teachers, Supervisors or Directors of 


$ 800.00 
500.00 

1,025.00 


$ 3,682.39 
2,368.31 


$ 4,482.39 
2,868.31 

1,025.00 


$ 8,964.78 


For Salaries of Teachers of Trade, Home Economics 


5,736.62 


For Preparing Teachers, Supervisors and Directors of 
Agricultural subjects and Teachers of Trade and 


2,050 00 








Totals 


$ 2,325.00 


$ 6,050.70 


$ 8,375.70 


$ 16,751.40 



Work Contemplated for 1918-19 

The experience of the first year in the administration of the Smith-Hughes 
Law, and the increased staff for 1918-19 will make it possible to expand the 
work of each division. Inquiries coming from principals and superintendents 
indicate that the State Board can make choice of communities that can make 
proper use of the entire amount of the state's allotment. 

There is special interest in the part-time work as offered under the new rulings 
of the Federal Board. It seems that this provision for general instruction for 
young workers will provide a contact with local boards that will later make 
provision for vocational training. 

The use of a part of the teacher-training fund for supervision will mean much 
for the increased efficiency of the vocational work in the state during the next 
year. It will make possible the gradual organization of a body of knowledge 
and sentiment relative to vocational education that is very essential to the 
permanent success of that phase of school work. 

Increase in Staff. Benjamin T. Leland, a man of adequate industrial and 
school-room experience, with thorough special training in industrial education, 
has been employed to give general courses in vocational education to prospective 
vocational teachers; to establish several teacher-training centers for groups 
of vocational teachers; to hold individual conferences and distribute material 
that will assist vocational teachers at work; and to assist in the supervision of 
the teaching of industrial subjects in part-time and evening schools. 

W. G. Carpenter, head of the industrial work in the schools of Wheeling and 
local director of the Federal School for Conscripted Men at that place, has 
been secured to act as Emergency State Supervisor of War Training Classes. 
As this is being written (August 7) he is hard at work with good prospects for 
flourishing classes at five or six centers. 



1918.] State Board of Regents. 71 

A. C. Callen, in charge of Mining Extension of the College of Engineering' 
will be ofTicially attached to the Smith-Hughes staff in the future. The voca- 
tional standards have suggested some changes in the Mining Extension work 
to make it strictly educational. In fact, the name may be changed to "Division 
of Mining Education." 

Vocational Education Recognized by State School Authorities. The 
new State Course of Study prepared by the State Board of Education (to be 
issued about September 1, 1918) is made on the 6-3-3 plan which provides for 
the organization of Junior High Schools (seventh, eighth and ninth grades) 
throughout the state. Much pre-vocational work and some short-unit voca- 
tional courses will be olTered in the Junior High Schools. This entire reorganiza- 
tion of our state course of study means much for the advancement of voca- 
tional education. 

The new course of study soon to be prepared for the Senior High Schools of 
the state will officially recognize vocational courses, and show how they may be 
organized to meet Smith-Hughes requirements. 

Proposed Legislation, 1918-19. The Legislature will meet in January, 
1919. There are bright prospects for the passage of the following laws relative 
to vocational education : » 

a. Provision for State Director of Vocational Education and other super- 
visory officers with State appropriations to cover salary and expenses in ac- 
cordance with the requirements of the Smith-Hughes Law. 

b. A general law legalizing all forms of vocational education and types of 
classes, departments and schools to provide for it. 

c. A special provision for compulsory attendance in part-time or continuation 
classes by all person under seventeen years of ag^ who have not attained mini- 
mum educational standards. The law proposed will be based upon the recom- 
mendations and suggestions recently made by Mr. Holder, of the Federal Board 
for Vocational Education, in an address before the National Education Asso- 
ciation. 

d. A law providing for proper certification of vocational teachers. 

A State School Code Commission is now at work on a complete revision of 
the School Law of the state, which will be submitted to the Legislature after 
an intensive campaign in its favor has been carried to every community in West 
Virginia. 

The Plan of Work for Vocational Education in West Virginia for 1918-19 will 
be found in Appendix B of this report. 



APPENDIX A 

(Part Two) 



FIRST ANNUAL REPORT 



OF THE 



State Director of Vocational Agriculture 

YEAR ENDING JUNE 30, 1918 



To THE Honorable State Vocational Board, 

Charleston, West Va. 
Gentlemen : 

I hereby submit to you the First Annual Report of the State 
Director of Vocational Agriculture for the fiscal year ending June 
30, 1918. 

Very respectfully yours, 

C. H. Winkler, 
Director of Vocational Agriculture 



General Summary — Statistical and Financial 
A. Vocational Departments and Classes. 

Number of vocational departments 8 

Number of vocational evening classes 3 

Number of classes in farm carpentry 2 

Number of students in vocational departments 156 

Number of students in vocational evening classes 29 

Total number students in departments and classes 185 

Number of male students 107 

Number of female students 78 

Number of teachers in vocational departments 10 

Number of teachers in vocational evening classes 1 

Kinds of projects carried by students 11 

Total number of projects 207 

Salaries paid teachers in vocational departments $6,959.45 

Salaries paid teachers in vocational evening classes 413.34 

Total salaries paid for vocational instruction ' 7,372.79 

Amount from Federal Fund 3,682.39 

Amount from local funds 3,690.40 

Expenditures for travel and supplies 351.03 

B. Teacher-Training 

Numiber of teacher-training classes 1 

Number of students enrolled 7 

Expenditures for travel (training teachers in service) $ 100.00 

Vocational Departments and Classes 

For three or four years agriculture has been taught in approximately fifty per 
cent of the secondary school of this state. These courses, mostly one year in 
length, however, are primarily courses in "book-agriculture" and definite courses 
in vocational agriculture for the high school student were first established this 
year. 

Immediately following the organization of your honorable body last October, 
and at the suggestion of your secretary, application for Federal aid for the estab- 
lishment and maintenance of a department of vocational agriculture were re- 
ceived from the high schools at Summersville, Middlebourne, Clay, Sherrard, 
Shinnston and Milton and from the West Virginia University Preparatory 
Branch at Keyser. Each of these schools was visited by me and upon my recom- 
mendation received your tentative approval. Owing to pecuUar conditions in 
the Preparatory School at Keyser, especially the lack of a school farm, this 
school was unable to comply with the terms of the vocational Education Act 
and was therefore dropped from the list of Smith-Hughes schools. Prior to 
the close of the first semester two additional high schools, at Ronceverte and 
GriflTithsville, and three evening classes in Church District, Wetzel County, 
qualified for Federal aid, thus making a total of eight departments and three 
evening classes for vocational agricultural education during the year 1917-18. 

The Course of Study 

A two-year vocational course has been organized in all departments except 
that at Milton. In view of the fact, however, that schools had opened prior to 
the organization of the vocational department, it was impracticable this year 
to establish courses composed of fifty per cent vocational studies. As shown in 
the two sample courses which follow, approximately forty-four per cent of the 
students' work was vocational. 



78 



Report of 



[W. Va. 



Sample Courses 1917-18 

1. Vocational Department, Nicholas County, High School: 

First Year 
Non-vocational subjects, 3 units. 



English . 



1 



unit 
unit 
unit 
unit 
unit 



Physiology' and Sanitation y^ 

Civics y2 

Drawing y^. 

Music Yi 

3 units 
Vocational subjects, IJ^ units. 

Crops and soils y unit 

Farm animals 3^ unit 

Six months' practical work 3^ unit 



1 Yz units 



Second Year 



Non-vocational subjects, 2 units. 

English 

Biology 



unit 
unit 



Vocational subjects, lYi units. 

Dairy and poultry Yi 

Forestry and landscape gardening Y2 



Farm carpentry. 



1 



units 

unit 
unit 
unit 
unit 



Six months' practical work Y 

2Y2 units 
2. Vocational Department, Sherrard High School: 

First Year 

Non-vocational subjects, 3 units. 

English 

Civics and citizenship 

Occupations 

Mathematics 



Vocational subjects, XYi units. 

General agriculture 

Six months' practical work 



Second Year 



Non-vocational subjects, 2 units. 

English 

Botany 



1 unit 

Y unit 

Y unit 
1 unit 


3 units 

1 unit 
Yi unit 


1 Y units 

1 unit 
1 unit 



Vocational subjects, 2Y units. 

Crops and soils Y 

Fruit growing Yi 

Farm carpentry 1 



units 

unit 
unit 
unit 
unit 



Six months' practical work Y 

lYi units 



1918.] 



State Boabd of Regents. 



79 



Table No 1 — ^Statistical Summary Showing Length of Vocational Course, Number of Teachers, Subjects Taught, 
and Enrollment by Departments and Classes 



SCHOOL 


Length of 
Course 


Number of 
Teachers 


Vocational 
Subjects 


Numberof Studen tsEnroUed 




Male 


Female 


Total 


•Summersville 


2 years 
2 years 
2 years 
2 years 
2 years 

1 year 

2 years 
2 years 

Ev. Class 

Ev. Class 
Ev. Class 


2 
2 
1 
1 
1 
1 
1 
1 
1 

1 

1 


Agric. and Shop 
Agric. and Shop 
Agriculture 
Agr iculture 
Agriculture 
Agriculture 
Agriculture 
Agriculture 
Agron.; An. Husb; 

Horticulture 

Agron.; An .Husb; 

Horticulture 

Agron.; An. Husb.; 
Horticulture . 


11 

18 
10 
9 
4 
1 
20 
15 

8 

3 

8 


23 
5 
9 

10 

3 

16 
2 

2 

6 

2 


34 
23 


Clay 


19 




19 




4 




4 




36 


Griffithsville 


17 








10 




9 




10 



Teachers 

The serious deletion of the ranks of our educational forces caused by the 
present national crisis is reflected by the record of resignations among the teachers 
■of vocational agriculture during this, our first year. Nine of the eleven teachers 
in charge of vocational departments and classes during the first semester had 
resigned before the close of the year. Through the active co-operation of the 
principal and the board of education able successors were secured without serious 
interruption of the work and eight of the eleven teachers on the job June 1st had 
a course of preparation equivalent to graduation from a standard agricultural 
college. A list of teachers employed by each department and evening class, 
showing length of service, cause of resignation and successor is given in Table 
No. 2. 

Table No. 2 



SCHOOL 
Summersville 

Middlebourne 

■Clay 

Sherrard 

Milton 

Konceverte 

.Shinnston 

<Jriffithsv:lle 

Evening Classes: 
•C/hurch District Wetzel Co 



Teacher 



From 



To 



Why Resigned 



Click 

McCormick. . 
Myers (shop) . 



Palmer 

Kislig 

Johnson (shop) . 



Stannard , 
Stutzman. 



Gutelius. . 
Bradley. . 

Ferguson . 



Wilkey 

Burdette . . . . 
Hypes (Sup) . 



Erwin 

Morrison (Sup). 

McCuskey 

Tustin 



July 1, '17. . , 
Feb. 1,'IS.. 
July 1, '17... 

Sept. 1 '17.. 
Apr. 1. '18.. 
Jan. 14 'IS.. 

July 1 '17. . . 
Mar. 20, '18. 

Sept. 1, '17.. 
Jan 23, '18.. 

July 1, '17. . . 

Sept. 1, '17.. 
Jan. 1, '18. . . 
June 1, '18. . 

July 1, '17. . . 
June 8, '18.. 

Sept. 1, '17.. 

Julvl, '17... 



Jan. 31, 18. 
June 30, '18. 
June 1, '18.. 



Mar. 31 '18. 



Accepted another position 
Entered military service 
Entered military service 

Entered military serv ce 



June 14, '18. 
Mar. 1, '18. 



Coimty Agent work 



Jan. 1, '18. 



Entered Commercial work 



June 4, '18. 



Jan. 1 '18.. 
June 1, '18. 



Entered military service 



Entered industrial work 
Returned to farm 



June 8, '18. 



Entered militarv service 



80 



Report of 



[W. Va, 



Supervised Practical Work 

Six months' practical farm work carried out under the supervision of the 
teacher is required of all students in vocational departments and classes. Stu- 
dents may engage in either general farm work or in a definite agricultural project 
to secure this practical training. Since the, project method offers better oppor- 
tunities for the development of managerial ability, it was recommended to our 
teachers and all vocational students have this year elected productive projects 
similar to those outlined in Vocational Bulletin No. 2. A number of students 
are carrying two projects. 

The number and distribution of projects by departments and classes is shown 
in Table No. 3. 

Table 3 — Showing Number and Kind of Projects by Departments and Classes 











Number and Kinds of Pbojbcts 










SCHOOL 


Poul- 
try 


Potato 


Garden 


Corn 


Pig 


Bean 


Tomato 


Sheep 


Ducks 


"Cane" 


Broom 
Co. 


Total 
No. 


Summersville. . 


U 
4 
3 
2 
1 


2 
6 
4 
9 

4 
6 
4 


3 

3 
4 

1 


3 

3 
1 

2 


15 

9 






1 








35 




3 
13 


1 


( 






20 


Cay 






24 


Sherrard . . . 


2 










19 


Shinnston . . 












4 


Milton 


1 




1 










6 


Ronceverte ... 


23 


11 

8 


9 
6 










49 


Griffiths\'ille . . . 
















18 






















Rock Camp 

Burton 


2 


4 


2 


8 


6 




6 


1 


1 


1 


1 


32 




























Total (Kind). 


46 


39 


34 


32 


24 


16 


10 


2 


2 


1 


1 


207 



As a means of stimulatinf; interest in vocational education and to secure for this type of educational work the 
esteem it merits, I have recommended that boards of education give due recognition to the practical work by grant- 
ing school credit for a! 1 projects comp eted in a satisfactory manner. 

Cost of Vocational Instruction 

The total cost of vocational instruction (exclusive of plant, equipment and supplies), as shown in Table No. 4 
is $7,372.79. Of this amount $3,682.39 was paid out of Federal Funds and $3,690.40 out of Local Founds. Except 
at Griffithsville, where the amount paid from local funds exceeds the amount from Federal Funds by eight dollars 
($8) every dollar contributed by the local board for vocational instruction has been matched from the Federal Fund. 

On account of sm.all classes in several departments, the cost of instruction per student is exceedingly high, and , 
while the maintenance of the vocational department may always be more expensive than that of other departments 
in the hi^h school, these figures should not be taken as a precedent. It is generally recognized that vocational edu- 
cation is expensive, but ignorance is far more expensive. 

The department at Ronceverte, with an enrollment of 36 students, has the lowest per capita cost for instruction, 
$20.83, while that at Milton, with an enrollment of only 4 students, has the highest cost per student, $206.25. The 
average cost of vocational education per student for all departments is $39.85, while the average per capita cost 
in vocational evening classes is $14,252. 

Table No. 4 — Financial Summary Showing Amount and Source of Moneys Used for Salaries of Teachers and 
Supervisors of Vocational Aariculture, and Cost per Student, by Departments and Classes 





S.\LARY 


Number of 
Students 


Cost of 
Vocational 


SCHOOL 


From Local 
Fund 


From Federal 
Fund 


Total 


Instruction 
per Student 




$ 643.50 
508.93 
378.75 
333.30 
355.00 
412.50 
375.00 
476.75 


$ 643.50 
508.92 
378 75 
333.30 
355.00 
412.50 
375.00 
468.75 


$ 1,287.00 
1,017.85 
757.50 
666.60 
710.00 
825.00 
750.00 
945.50 


34 
23 
19 
19 
4 
4 

36 
17 


$ 37 853 


Middlebourne. ... 


44.254 


Clay 

Sherrard 

Shinnston 


39.868 
35.084 
177.500 


Milton 

Ronceverte 


206.250 
20.833 


Griffithsville 


55.618 






Rock Camp 


206.67 


206.67 


413.34 


29 


14.252 


Burton 





1918.] State Board of Regents. 81 

Expenditures for Travel and Supplies 

Since Federal moneys were not available for travel and supplies in connection 
with the supervision of vocational agriculture, and the State Legislature had 
not provided a fund for this purpose, the Director of the Agricultural Experi- 
ment Station placed at my disposal the sum of $200 which had been set aside 
for the use of the Department of Agricultural Education. After this fund was 
exhausted, additional sums to the amount of $151.03 were supplied from the 
Current Expense fund of the Agricultural Experiment Station, thus bringing 
the total for travel and supplies up to $351.03. 

It is needless to say that the amount used for travel and supplies should not 
be considered a precedent by which to govern similar expenditures in the future. 
Without a specific appropriation for this work, I frequently found it necessary 
to dispose of important matters by correspondence when a personal visit or 
conference was desirable. 

Visitation 

Twenty-eight visits, or an average of a little more than three visits per school, 
were made by the director and assistant director of vocational agriculture to 
vocational departments and classes. The purpose of these visits was: 

1. To acquaint the school ofTicials and the teacher of agriculture with the 
purpose of the vocational education act and with the West Virginia Plan for 
agricultural education. 

2. To inspect the school plant, especially with reference to equipment and 
general facilities for the maintenance of a vocational course. 

3. To assist the teacher in organizing the vocational course and its adaptation 
to local conditions. 

4. To observe methods of instruction, offer helpful suggestions, and keep in 
close touch with the work of each department and class. 

5. To instruct the teacher in methods of conducting practical work and 
keeping project records. 

A special visit was made to each of the following schools to present the state 
plan for vocational agriculture to the principal or school board with the view of 
establishing 4 vocational department next year: Sutton, Harrisville, Ravens- 
wood, Gap Mills, Marlinton and Morgantown. 

Publications 

The following printed matter was prepared in the office of the director of 
vocational agriculture: 

Vocational Bulletins No. 1, "The West Virginia Plan for Vocational Agri- 
cultural Education," and No. 2 "A Manual of Home Projects in Vocational 
Agriculture;" report forms A, Al, A2, A3, A4; a score card for grading home 
projects, and a list of materials and supplies which the teacher should coUect 
during the summer months. As there were no funds with which to print project 
record books, we have this year used books and record blanks cheerfully provided 
by the State Agricultural Extension Department. 

Vocational Education Conferences 

This has been a year of unusual progress and achievement in vocational educa- 
tion in this country and many important conferences more or less directly re- 



82 Report of [W. Va. 

latcd to vocational agriculture have been hekl. Whenever feasible to do so, 
without neglect of moic important duties, I attended such conferences. 

The following vocational conferences and meetings were attended this year: 

Sub. Com. on Educ, Nat'l Council for Defense, Washington, Aug. 16-18, 1917. 

Conf. Fed. Voc. Bd and State Voc. Bds., Washington, Aug. 17, 1917. 

Meeting Amer. Assoc. Agr. Coll. and Expt. Sta's., Washington, Nov. 13-16, 
1917. 

Meeting Assoc, for Adv. of Agric. Teaching, Washington, Nov. 13-14, 1917. 

Conf. with Regional Agts. of P^ed. Voc. Bd., Parkersburg, Dec. 10-11, 1917. 

Meeting, Nat'l Soc. for Prom, of Voc. Educ, Philadelphia, Feb. 21-22, 1918. 

Bu. of Educ, Conf. on Ru. Educ, Washington, Feb. 20-23, 1918. 

Conf., State Superv. of Voc. Agr., E. Cent. States, Indianapolis, June 24-26, 
1918. 

Institutions Engaged in Teaching Vocational Agriculture in West Vir- 
ginia and Statement of Policy with Reference to Voca- 
tional Agriculture, Under the Smith-Hughes Act 

There are now three dcfuule organizations, all Federally aided, for the teach- 
ing of vocational agriculture in the schools of West Virginia: The State Agri- 
cultural College for Instruction in Agriculture of College Grade; the Extension 
Department of the Agricultural College, carrying instruction in agriculture by 
approved methods of extension teaching to those not in school — both youths and 
adults; and the State Vocational Board by whom schools, departments and 
classes may be established in the public schools of our state for instruction in 
vocational agriculture below college grade. 

Obviously it should be and is the desire of those directly in charge of these 
various phases of our system of vocational education to so co-ordinate the work 
of the different divisions that each may attain a maximum of efTiciency with a 
minimum of duplication and conflict. To this end, the director of vocational 
agriculture, in conference with the dean of the agricultural college and the di- 
rector of agricultural extension prepared a statement of policy affecting the 
relation of Smith-Hughes and Smith-Lever work in this state. ' See Exhibit 
"A" of this report. 

Teacher Training 

Two definite types of teacher-training work were established by the Depart- 
ment of Agricultural Education of the College of Agiiculture for training teachers 
of vocational Agriculture: (1) for the improvement of teachers aiieady in service 
and (2) for training teachers now enrolled as students in the College of Agriculture. 

Our teachers are well trained in subject matter but they are deficient in teach- 
ing technique. A part of the visitation work was therefore directed to the im- 
provement of methods through instruction in the art of teaching. Funds for 
the payment of traveling expenses in connection with this phase of teacher- 
training were secured from the Director of the Agricultural Experiment Station. 
The total expenditures amount to $100. 

A regular four-year course for the training of teachers of vocational agriculture 
has been organized by the Department of Agricultural Education. See Exhibit 
,'B" of this report for full outline of teacher-training course. 



1918.] State Board of Regents. ' 83 



Seven students, seniors in the College of Agriculture, were enrolled in the 
special methods and practice teaching courses in vocational agriculture this 
year. Four of these students elected their major in vocational agricultural 
education. 

EXHIBIT "A" 

Minutes of Conference 

Smith-Hughes Vocational Agricultural Work. 
Smith-Lever (and other) Agricultural Extension Work. 
Present : 

For the College of Agriculture, John Lee Coulter, Dean. 
Foi Smith-Hughes work, C. H. Winkler, Director. 

P. C. Rouzer, Asst. Director. 
For Smith-Lever, etc., C. R. Titlow, Director. 

* W. H. Kendrick, State Agent in Charge of Boys' Clubs 
S. A. Cody, Asst. Poultry Club Agent. 
Session: 11 A. M. to 1 P. M., Saturday, March 2nd. 
Place: Office of J. L. Coulter, Experiment Station Building. 
I. The topics discussed at an eailier meeting biiefly reviewed and the special 
topics to be considered at this session stated by J. L. Coulter, as acting chairman 
n. It was agreed as to the field of work: 

a. That the vocational work to be undertaken under the Smith-Hughes Act 
shomd be Umited to the following: 

(1) Four, three, two and one year vocational agricultural courses in second- 
ary schools with practice work carefully supervised in every case. 

(2) Ten, eight, six and four week vocational agricultural courses in secon- 
dary schools with practice work carefully supervised in every case. 

(3) Night school course in vocational agriculture; provided not less than 
5 students are secured; provided thai not less than 16 lessons shall be scheduled; 
provided not less than two subjects nor more than four subjects shall go to 
make up the course of 16 lessons; and provided there shall be practice work 
carefully supervised in every case. 

b. That the agricultural extension department shall continue as in the pasl 
with work as follows : 

(1) Two and one day institutes. 

(2) Four day (one week) extension schools with usual maximum of 12 to 
14 lessons. 

(3) Boys' club work. 

(4) Farm demonstration work. 

c. That the tendency would be (1 — for most emphasis to be laid on the 
courses (both full-year courses and short courses) in secondary schools as the 
biggest piece of work under the Smith-Hughes Act, and (2) for the night school 
courses to be strengthened and made thorough in subject matter and gradually 
lengthened from 16 lessons to probably 32 lessons as a minimum as time went on. 

d. The matter of correspondence courses was not considered. 

in. It was agreed as to the employment of the same field men for the two 
lines of work: 

a. That a definite form of agreement with local authorities be worked out 
and used in connection with Smith-Hughes work as is now done in boys' club 



84 Report of [W. Va. 

work — the two forms of agreement to be as nearly the same as possible in es- 
sentials. 

b. That the full time of a man is given to Smith-Hughes and Extension work, 
one-half of his salary shall come from these two sources and one-half from local 
sources and the same proportion shall obtain for less than full time in these lines 
of work. 

c. That where a man is already engaged for part time for either Smith-Hughes 
or extension work, the director for the other line of work (Smith-Hughes or 
Extension as the case may be) will not negotiate with him except after con- 
ference so that a proper division of time, salary, reports, etc., may be provided. 

d. That four class periods a day for five days each week (or equivalent), 
together with preparation for classes, correcting class reports, papers, etc., and 
making reports to proper authorities, are recognized by all as the usual teaching 
requirements for teachers in high schools. 

e. That during the six months, March 1 to September 1, Saturdays and 
holidays will be considered free time of teachers and supervisors and the Agri- 
cultural Extension Department may secure the use of this time for purposes of 
organizing and directing club work without reference to other work of such 
man. 

f. That during the period March 1 to September 1 while Smith-Hughes 
students are largely engaged in their farm practice work and while members 
of boys (and girls) clubs are most active in club work, it is agreed that a reason- 
able amount of work for a full-time man would be to supervise not more than 
40 Smith-Hughes students nor more than 120 club boys. The time of a full man 
might then be divided between the two lines of work in any proportion, such as: 

Smith-Hughes students and 120 club boys 
10 Smith-Hughes students and 90 club boys 
20 Smith-Hughes students and 60 club boys 
30 Smith-Hughes students and 30 club bays 
40 Smith-Hughes students and club boys 

Other divisions could be made on the same general basis. 

g. For purposes of administration the field man (club agent and Smith-Hughes 
supervisor) will be required to make regular report of use of time. Definite 
assignment of time for each kind of work will be required. Report will be made 
to Director of Extension Department for time on club work — as at present. 
Report will be made to Director of Smith-Hughes for time on Smith-Hughes 
supervision on similar forms. (Note — ^These two directors will have occasion 
from time to time to bring these reports together to check up the work of the 
field men co-operatively employed.) 

IV. It was agreed as to admission of boys into Smith-Hughes classes and 
farm practice on the other hand and boys and girls' clubs on the other: 

a. That where director of Smith-Hughes finds boys under 14 interested in 
work in agriculture he will report them to the Director of Agricultural Extension 
Department so that steps may be taken to enroll them as members of boys' 
club work. 

b. That where Director of Smith-Hughes finds boys over 14 who are unwilling 
or unable to pursue systematic work under Smith-Hughes plan, but interested 
in work in agriculture, he will similarly report them. 

c. That where the Director of Agricultural Extension Department finds boys 
over 14 interested in and sufficiently advanced to benefit from Smith-Hughes 



1918.] State Board of Regents. 85 

plan he shall similarly report them to the Smith-Hughes Director of work in 
order that steps may be taken to form either night classes or winter short courses 
as described above or regular full year courses in a vocational high school. 

d. That where boys are doing regular work under the Smith-Hughes plan 
and wish to enroll also as members of a boys' club, they shall be allowed to do so, 
but a separate class or unit will be formed for them and they will not be allowed 
to compete in local, county or state contests except in different classes. 

EXHIBIT "B" 

Outline of Teacher'Training Course 

The following one hundred and four hours of the required one hundred and 
forty-four semester hours necessary for graduation are prescribed for students 
who elect their major in vocational agricultural education. The remaining forty 
hours must be elected from such coirt"ses as may be prescribed by the class officer . 
As a rule the courses are distributed as follows: 

Agriculture 40 per cent. 

Sciences 30 per cent. 

Humanistic 20 per cent. 

Professional 10 per cent. 

a. Agriculture : 

Introduction to agriculture 1 hour 

Introduction to animal husbandry 4 hours 

Farm dairying - 3 hours 

Farm poultry 3 hours 

Soil fertility '. 4 hours 

Farm crops 4 hours 

Vegetable gardening 3 hours 

Pomology 3 hours 

Entomology 4 hours 

Farm management -. . . 3 hours 

Rural economics 3 hours 

Rural engineering 4 hours 

39 hours 

b. Science: 

Botany (agricultural) 8 hours 

Bacteriology ■ 3 hours 

Chemistry (inorganic) 8 hours 

Chemistry (organic) 3 hours 

Physics 8 hours 

Zoology 4 hours 

34 hours 

c. Himianistic: 

English 6 hours 

Economics 3 hours 

Sociology 3 hours 

American economic history 3 hours 

Military science 4 hours 

19 hours 

d. Professional: 

Theory and administration of vocational education 3 hours 

Vocational agricultural education (organization, method, 

practice teaching) 4 hours 



86 Report of [W. Va. 

History of agricultural education 2 hours 

Psychology' of learning and teaching 3 hours 

12 hours 

Before graduation a student must offer satisfactory evidence of at least two 
years of active experien'ce on the farm, or, in lieu of such experience, prove through 
tests and demonstrations that he is familiar with all ordinary farm operations. 



APPENDIX B 

(Part Two) 



PLAN OF WORK 



FOR 



VOCATIONAL EDUCATION 



IN 



WEST VIRGINIA 



UNDER THE PROVISIONS 

OF 
THE SMITH-HUGHES ACT 



1918-19 



PREPARED BY STATE VOCATIONAL BOARD 
CHARLESTON, WEST VIRGINIA 



Charleston, West Virginia, 

July 24, 1918. 

To THE Federal Board for Vocational Education: 

We respectfully submit the following outline of the plan for all 
vocational education in West Virginia that is to be aided by the 
provisions of the Federal law known as the Smith-Hughes Law for 
the year 1918-19. 

In submitting these plans we understand and agree that the 
memoranda and decisions of the Federal Board for Vocational 
Education are to be considered as a part of these plans. 
Respectfully submitted, 
The State Vocational Board of West Virginia, 

By - . 

Chairman 

Secretary 



OUTLINE FOR PLANS OF WEST VIRGINIA, YEAR 1918-19 

I. Administration and Supervision. 

1. The State Vocational Board will have general direction and super- 
vision of vocational education in the state, the following named officers 
having direct charge: 

M. P. Shawkey, Chairman, Charleston. 
J. F. Marsh, Acting Director and Secretary, Charleston. 
Note— See plans of 1917-18 for training and experience. 
Note— The State Legislature, which meets in January, 1919, will be 
asked to make provision for a full-time State Director. 

2. Agricultural Education. 

Dr. C. H. Winkler, State Director, Morgantown. 

Note — He holds a Doctor's degree in Agricultural Education from a 
standard university and has had adequate farm and teaching experience. 

Mr. P. C. Rouzer, Assistant State Director, Morgantown. 

Note— He is a graduate in agriculture of a standard university and has 
had successful experience on the farm, as county agricultural agent, and as 
instructor. 

3. Trade and Industrial Education. 

Professor Benjamin T. Leland, Morgantown, will assist the Acting State 
Director in supervising the classes in trades and industries, although his 
chief attention will be given to teacher-training. 

Note— Professor Leland holds a master's degree in Vocational Education 
from Columbia University and has had five or six years of shop experience 
in machine trades; and has, for several years, been in charge of evening 
industrial classes. 

Professor A. C. Callen, Morgantown, will co-operate in directing and 
supervising the work of classes for miners. 

Note— Professor Callen holds degrees of E. M. and M. S. from standard 
colleges and has had long experience in mining work and in instructional 
work for miners. 

4. Home Economics Education. 

Miss Rachel H. Colwell, Director Vocational Home Economics, Mor- 
gantown. 

Note— She holds a Master's degree in home economics, and is head of 
the Department of Home Economics of the West Virginia University. 
She has proved her ability as an organizer and supervisor. 

Miss Mary B. Oliver, Assistant Director in Home Economics, Morgantown. 

Note — She holds a B. S. degree with major in Home Economics from a 
standard university and has had many years of practical experience in house- 
hold work. 

5. Teacher Training. 

A division of Vocational Teacher Training has been established by the 
State Board of Regents at the West Virginia University with the following 
staff: 

Professor Benjamin T. Leland, Morgantown. 

General courses in vocational education, special courses in trade educa- 
tion, and itinerant teacher-training. 



92 Report of [W. Va. 

Dr. C. H. Winkler, Morgantown. 

Professor Vocational Agricultural Education. 

Mr. P. C. Rouzer, Morgantown. 

Assistant Professor Vocational Agricultural Education. 

Miss Rachel H. Colwell, Morgantown. 

Assistant Professor Vocational Home Economics. 

Miss Mary B. Oliver, Morgantown. 

Instructor Vocational Home Economics. 

Note — If the number of persons taking vocational teacher-training makes 
the formation of additional classes in general or special methods advisable, 
these classes will be taught by members of the Department of Education— 
Dr. J. N. Deahl, or Professor L. B. Hill. 

II. General Conditions. 

1. All of the work will be under the control and supervision of the State 
Vocational Board, and will be done in or by public high schools or other 
public institutions, under public supervision and control. 

2. The controlling purpose of all school work for which Smith-Hughes 
aid is requested will be to fit for useful employment, 

3. The work will be below college grade. Most of it will be of high school 
grade, but some mature, able students, not technically of high school attain- 
ments, may be admitted to some classes. 

4. The instruction will be designed for persons over fourteen years of 
age. This rule will be interpreted according to III-A4-V Memo. C. (P15) 
of the Federal Board for Vocational Education. 

5. Every dollar of Federal funds will be matched by a dollar of state or 
local money, or both. Local boards and officials of institutions will be 
required to set aside "Smith-Hughes allotments" to be used in matching 
Federal funds. 

6. Money will be expended only for: 

A. Salaries of teachers, supervisors, and directors of agriculture. 

B. Salaries of teachers of trade, home economics, and industrial 
subjects. 

C. Maintenance of teacher-training for vocational teachers, not 
to include buildings, permanent equipment, etc., prohibited under 
Section 17 of the Federal Act. 

III. Agricultural Education. 

1. Kinds of schools. 

A. Departments of vocational agriculture: 

a. In high schools that are prepared to give a two-year course 
in vocational agriculture. 

b. In the Keyser Preparatory Branch of the West Virginia 
University. 

B. Part-time schools — ^in high schools that have a department of 
vocational agriculture. 

C. Evening schools — in high schools and in .some communities 
without high schools. 

2. Plant and equipment. 



1918.] State Board of Regents. 93 



A. In departments of vocational agriculture and in part-time 
schools: 

a. Separate class-rooms and laboratories, and separate periods 
for shop work for vocational agricultural classes. 

b. Sufficient equipment to demonstrate modern methods of 
testing seed, soils and milk, incubating eggs, plant propagation 
and spraying, making butter, etc. 

c. A good collection of reference books and bulletins. 

d. Several good farm papers and periodicals. 

B. In evening schools: 

a. Adequate equipment and apparatus to demonstrate the 
application of principles and methods studied in the course must 
be provided. 

b. Reference books, bulletins and a few farm papers. 

3. Minimum for maintenance. 

A. Each school will be required to provide a properly qualified 
teacher of vocational agriculture, who shall be employed for twelve 
months. 

B. The minimum of maintenance, exclusive of teachers' salaries, 
will vary with the nature of the work undertaken, but for departments 
of vocational agriculture local boards of education should provide a 
fund not less than five dollars ($5.00) per pupils for supplies and materials. 

4. Cou-rse of study. 

A. In departments of vocational agriculture: 
First year: 

a. Vocational subjects — two units. 

Crops and soils, including farm practice, 495 minutes per week. 
Farm carpentry, 180 minutes per week. 

b. Non-vocational subjects — two units. 

English, 225 minutes per week. Arithmetic and algebra, 225 
minutes per week. 
Second year: 

a. Vocational subjects — two units. 

Farm animals, dairying and poultry, including farm practice, 
675 minutes per week. 

b. Non-vocational subjects — two units. 

English, 225 minutes per week. Science, biology or botany, 
315 minutes per week. 

B. In part-time schools: 

a. No definite courses have been organized. Instruction ii 
part-time schools will be in vocational subjects only,' and the 
course of study must be adapted to local conditions. These courses 
will embrace such subjects as farm crops, farm dairying, poultry 
raising, stock raising, fruit growing, vegetable gardening, plant 
diseases and insect life on the farm, soils and fertilizers, diseases 
of farm animals, farm accounts and farm bookkeeping, marketing, 
farm carpentry and blacksmithing. 

C. In evening schools: 

a. Instruction in evening schools will be in vocational subjects 
(see 4-B for list). In a course of thirty-two (32) hours not less 
than two nor more than four subjects shall be given. 



94 Report ok [W. Va. 

5. Methods of Instrurtion. 

A. The alhed scientific work and much of the other non-vocational 
work must l^e closely correlated with the shop and field work. Labora- 
tory exercises, field trips and demonstrations must be emphasized as a 
part of the regular recitation work. Self activity and freedom of ex- 
pression on the part of students will be expected. 

B. Six months of supervised approved project or farm work will be 
required of all students each year. 

6. Qualifications of Teachers. 

Teachers of vocational agriculture must be graduates of an approved 
agricultural college, or the equivalent, and must have had a course of 
professional work equivalent to that outlined under teacher-training. 
Familiarity with farm conditions and operations, and ability to do 
farm work well will be required of all such teachers. 
Qualifications of Supervisors. 

The same as for teachers plus proven ability in administration or super-' 
vision. 

Note — It will be impossible to maintain these standards during the present 
national crisis, but rather than change the requirements, the State Voca- 
tional Board prefers to consider each teacher or supervisor who does not 
have these requisites upon his individual merits, the facts and conclusions 
to be reported to the Federal Board for Vocational Education, final approval 
to be subject to the decision of the Federal Board. 

8. Plans for at least six months' supervised practical work. 

Every student enrolled in vocational agricultural courses must carry out 
a supervised project (See Bulletin 2, "A Manual of Home Projects in Agri- 
culture," for outline of type projects. Copies of this bulletin are on file 
in your office). 

IV. Trade, Home Economics and Industrial Education. 

1. The following is a tentative budget of the Federal funds available 
for 1918-19. 

A. For evening schools: 

a. Industries and trades $ 800.00 

b. Home Economics 400.00 

c. For men subject to draft 1,330.00 

B. For part-time classes: 

a. Home Economics $ 100.00 

b. Trade and general subjects 1,570.00 

C. Unit-trade classes. 

a. For unit-trade all-day classes in a well-defined trade. 
Note — ^There is a possibility that the budget may be changed 
so as to include one such day class or department. 

D. For all-day departments: 
No general industrial schools. 

E. For Home Economics day classes ...$ 400.00 

Total $5,000.00 



1918.] State Board of Regents. 95 

2. Trade and Industrial Education. 

A. Aid will be given to the kind of industrial classes indicated below. 

a. Short-unit evening industrial classes in such subjects as are 
listed under the course of study. 

b. Part-time schools and classes. 

Note— The work will be organized in accordance with instruc- 
tions in the Federal Board's letter, C. L. No. 109, of June 15, 1918. 

(1) The State Board hopes to establish a few trade-exten- 
sion part-time classes, probably for workers in the building 
trades or in potteries; and, for occupations for women. 

(2) Most of the aid for part-time classes will be given to 
general continuation part-time classes. According to present 
indications, the practical work in the case of young men will 
be provided on the alternating plan. 

c. Unit-trade classes. 

The State Board and director hope to establish a class or two 
in a unit-trade course, probably in elementary architectural draw- 
ing. It is the belief that best results can be secured through Smith- 
Hughes funds for some years to come by confirming 'most of the 
expenditure for all-day classes to unit-trade courses. 

d. General industrial day schools or classes. 

If the war training work does not demand the use of the funds 
set apart for that work, the State Board may establish one or 
more small general industrial departments. (See "C" just above 
for our general policy.) It is difficult to grow a satisfactory general 
industrial school in our soil as we fmd it at present. 

B. Evening industrial schools and classes. 

a. The general purpose of instruction in evening industrial 
classes will be to provide instruction supplemental to the daily 
employment which will prove a trade asset to the persons taking 
the work, and that will aid the pupils in reaching a higher level 
in their trade; for example: 

1. Miners will be instructed how to improve their pro- 
duction through modern equipment and methods, and many 
will be prepared to take examinations for mine bosses and 
foreman. 

2. Machinists will be given instruction in the handling of 
more than one machine and possibly in machine drawing or 
shop mathematics, according to individual needs. 

Note — Other classes will have similar purposes. 

b. Persons must be sixteen years of age or more on entering 
evening classes. 

c. Required or minimum plant and equipm.ent. 

1. The room or shop in which the classes are conducted 
must be sanitary, comfortable, and well lighted, and located, 
as far as possible, with reference to the convenience of the 
numbers of the classes. 

2. The equipment for shop work must be of the same 
standard, both as to quality and capacity, as that used in 
the best plants engaged in commercial work of the kind for 



96 Report of [W. Va. 

which instruction is given. For some classes the commercial 
shops will be used altogether, and many of the classes will 
visit shops and use the equipment in part, as in automobile 
work. 

d. Minimum for maintenance. Adequate funds, to be deter- 
mined by State Board, for up-keep, varying according to subjects 
ofl'ered, must be set aside by the local board. As a general rule, 
about SIOO.OO will be required for each group of twenty to thirty 
students. 

e. Courses of study. 

Evening schools shall offer short unit courses designed to fit 
for advancement in employment of the day. This purpose may 
be accomplished by (a) courses in the practice of the trade, or 
(b) courses which supplement practice courses and increase general 
knowledge as related to the daily employment. Instruction will 
be offered in the following: 

1. Automobile repair. 

2. Gas engine mechanics. 

• 3. Shop drawing applied to trade of students. 

3b. Printing. 

4. Machine design. 

5. Plumbing. 

6. Cabinet work. 
6b. Carpentry. 

7. Applied chemistry for persons using it in their trade. 
7b. Shop mathematics. 

8. Applied electricity for persons using it in their trade. 

9. Mine work and problems (see budget). 
10. Millinery. 

A sample course in brief outline follows: 

Course for Miners: 



1. 


Mine Gases. 


9. 


Explosions. 


2. 


Mine Ventilation. 


10. 


Explosives. 


3. 


Mine Lighting. 


11. 


Geology of Coal. 


4. 


Mine Drainage. 


12. 


Mine Timbering. 


5. 


Mine Fires. 


13. 


First Aid. 


6. 


Electricity in Mines. 


14. 


Sanitation. 


7. 


Methods of Working. 


15. 


The Miner's Home. 


8. 


Accidents. 


16. 


Preparation and Transportation 
of Coal. 



Course for Engine Repair Men 

An instructor who was asked for his proposed course in this subject replied 
that he expected to follow the outline on page twenty-three of Bulletin No. 4 
of Federal Board for Vocational Education. 

f. The supplementary school work will consist of applied 
work in mathematics, science, and drawing taught with direct 
relation to the trade in which the students are engaged. 



1918.] State Board of Kkgems. 97 



g. The following quotation from Memo-Carris No. 61, page 77 
is the best expression of the method to be used: 

"Methods must be direct and to the point. They must include 
the 'tricks of the trade.' The instruction must be presented in 
such a way that the pupils are convinced that each evening's 
work gives them specific knowledge which will be of benefit to 
them in their daily work." 

h. Qualifications of teachers. 

1. Shop teacher must possess successful shop experience 
of at least two years beyond apprenticeship, or have per- 
formed work that may be considered equivalent to such 
experience; enough general education to make it possible 
for him to study the literature of his trade and to present his 
subject matter in good form. He should possess good health 
and good character. By the beginning of 1919-20 shop teachers 
should have professional training equivalent to six weeks 
full-time work, and by 1920-21, twelve weeks of such special 
training. « 

2. In general teachers of related subjects must have 
training equivalent to a standard college course in the special 
subjects they teach. In some cases, tradesmen well trained in 
certain subjects, but without college training, will be used. 

< ', . Part-time schools or classes. 

a. Trade extension part-time schools or classes. 

1. Controlling purpose will be to extend the pupil's power 
and service through his trade and thus to advance his interests 
as a worker and the interests of his trade. 

2. The work will be designed for students between the 
ages of fourteen and eighteen, but persons above eighteen 
years of age may be admitted. 

' 3. The shop well-equipped for production in the trade 
will be the standard for the equipment of any trade taught. 

4. Maintenance. Each school doing trade-extension work 
in part-time classes will be required to sign an agreement 
to furnish adequate equipment and supplies and general 
current expense funds to meet the needs of the proper instruc- 

. tion of such classes, to be determined by the State Board. 

5. Character of courses. 

The part-time trade-extension courses will be organized 
upon a basis of 144 hours of school work in a year. The 
trade will be analyzed by distinct units upon the theory that 
most members of the class will remain throughout the course, 
and that those not being able to take the entire course will 
be able to get satisfactory sections of it. For example, in 
the Building-Trade course the following general topics, with 
many sub-topics, would be considered : 

1 . Materials used in building. 6. Plumbing. 

2. Stone work. 7. Mill and shop work. 

3. Brick work. 8. Roofing and cornice work. 

4. Gas and electric lighting. 9. Painting. 

5. Heating. 10. Reading blueprints. 



98 Repobt of [W. Va. 

6. Methods of instruction. Lecturing and extended telling 
by teachers will be discouraged. Showing, questioning, dis- 
cussion, constant reference to machines and equipment, 
practice combined with observation based upon principles, 

» all combined with the well-established laws of teaching — 

concrete to abstract, psychological over logical, thinking 
following experience — will characterize the teaching. 

7. Terms will probably be of one of the following: 

a. 4 hours a week for 36 weeks. 

b. 6 hours a week for 24 weeks, or 

c. A maximum of hours per week, possibly 20 hours, for 
a shorter term. 

8. Teachers must meet the requirements outlined for 
shop teachers in evening schools. (B-h-1 and 2.) 

b. Trade-preparatory part-time schools or classes. 

Note — It is not probable that any such classes will be organized 
in West Virginia during 1918-19. If such instruction is offered, 
the standasds set forth under C-a immediately preceding will be 
met. The name clearly indicates the nature and purpose of such 
classes. 

c. General continuation part-time classes. 

1. The controlling purpose will be to broaden the civic 
intelligence of young persons who have entered upon em- 
ployment through such subjects as are listed below. 

2. The classes will be intended for persons between four- 
teen years old (the minimum age) and eighteen years old, 
although older persons, with the attitude and needs of youth 
may be admitted. 

3. The school offering instruction in such classes must 
furnish standard schoolroom equipment — suitable seats and 
desks for adults, blackboards, laboratories, etc. 

4. Local boards under signed agreement must set aside 
adequate funds for supplies and up-keep in connection with 
work for such classes. 

,5. Content of course of study. Such subjects as the fol- 
lowing will be offered: 

a. Mathematics applied to industry. • 

b. Industrial arts drawing. 

c. English for foreigners to assist in civics and other 
subjects. 

d. Intensive short courses in American history and civics. 

e. General and commercial geography. 

f. Sanitation. 

g. Letter writing. 

The courses will be made up of the richest material found in the modern syllabi 
on the common branches. For example, a course in American history will include 
such topics as: 

1. Beginnings of America in Europe. 

a. Countries contributing to America (use map). 

b. Races contributing to America (make local references). 



1918.] State Boabd of Regents. 99 



c. Events in Europe contributing to American ideals. 

2. The Europe of America. 

a. Location in America of European countries and races. 

b. Recent movements of population. 

3. Contrast of life of settlers over their life in Europe. 

a. Religion. 

b. Government. 
, c. Industry. 

d. Opportunity. 

4. Beginnings in shaping of American ideals and plans in 
the colonies. 

5. American government organized on new American 
ideals. 

Note — ^The topics above are enough to indicate the inten- 
tion to arouse the interest of foreigners who will likely be in 
the classes, and to show all pupils the relationship we have to 
Europe and the world; also the real basis of loyalty. 

Along with a study of big periods and events will be em- 
phasis upon such topics as the following: 

a. American inventions and their relation to industry. 

b. Typical Americans. 

c. Authors and their best simple masterpiece. 

d. Menaces to America. 

e. Constructive movements and forces. 

f. America made new by the Great War. 

g. Practical American patriotism. 

6. The method of instruction, as far as conditions will 
permit, will be based upon individual needs. Some exercises 
will be much like supervised study. Much reference will be 
made to industry-, commercial transactions, and to social 
needs, especially in teaching English to foreigners. (See C-A-6) 
for description of general method. 

7. Length of term: 

a. 4 hours a week for 36 weeks, or 

b. 6 hours a week for 24 weeks, or 

c. 10 to 20 hours a week for shorter term. 

8. Qualifications of teachers. 

a. Shop teachers (See B-h-1). 

b. Academic teachers must have training and qualities 
equivalent to those for First Grade teachers of elementary 
public schools. 

D. Day unit-trade school. 

Note— West Virginia will not likely be able to offer work of this 
kind during 1918-19. For that reason elaborate plans need not be 
outlined. 

a. Purpose, to teach a trade. 

b. Age of admission — 14 years or more. 

c. Equipment— equivalent to that of a standard production 
shop. 

d. All needed supplies must be generously provided for. 



100 Report of [W. Va, 

e, f, g, h, i, j, according to Memo-Prosser No. 148 and Carris 
No. 61.^ 

If classes can be organized, complete plans, courses, etc. will be 
submitted to the Federal Board for approval or rejection. 
E. General industrial schools and classes. 

Note — Limited funds and the need of War Training work make it 
seem unwise to undertake to establish such schools or classes in "West 
Virginia for 1918-19. 
3. Home Economic Education. 

A. Kinds of classes. 

a. Evening home economics classes. 

b. Day home economics schools in cities under 25,000. 

c. Part-time home economics schools. (If possible.) 

B. Evening home economics classes. 

a. Minimum entrance age requirement — 16 years. 

b. Minimum plant — school kitchen and sewing room fully 
equipped. 

c. JVIinimura maintenance — local board must agree to furnish 
adequate supplies. 

d. Character and type of courses of study. 

The courses will be short-unit courses based upon community 
needs. They will follow the suggestions of the Food Administration 
in such courses as canning, drying and brining of fruits and vege- 
tables, flour substitutes, sugar, fat and meat conservation. In 
clothing such courses may be given as garment construction, 

care and repair of clothing, laundry; special emphasis will be 
placed on the remodelling of worn or cast-off clothing. All work 
will be planned towards helping to put the home on a war-time 
basis. 

e. Character of school work — work will be vocational. 

f. Method of instruction — actual manipulation of material 
studied under as near home conditions as possible. 

g. Qualifications of the teacher. 

1. The teacher must have had enough practical experience 
in housekeeping to make her familiar with ordinary operations 
in a good house. 

2. For the present it may be best to use the teacher who 
is doing successful work in the school system. Nearly all 
of these have college degrees in Home Economics. 

3. All of these teachers will have had two years training 
in a professional school of Home Economics. 

C. Part-time classes. If any classes can be organized, standards 
under "C" preceding will be met. 

D. Day schools in cities of less than 25,000. 

a. Age of admission — 14 years. 

b. Required or minimum plant and equipment. 

1. For food study — either small apartment in school or 
practice house. 

2. For garment making — a sewing room with usual equip- 
ment. 



1918.] State Board of Regents. 101 



3. Home nursing — bedroom in apartment or practice 
house. 

4. For laundry work — portable equipment with stationary 
as soon as practical. 

c. Minimum for maintenance — local board must sign an 
agreement to furnish adequate supplies for the work. 

d. Character and content of courses of study. 

Based upon revised form 49, 44, 45 or 41 issued by the 
Federal Board, the exact form chosen will depend upon whether 
we have one or two day vocational schools next year. Then the 
course will be determined after conference with the superintendent, 
principal and teacher. 

e. Method of instruction. 

Laboratory work preceding or paralleling the theory depending 
upon the needs of the student at that time. That is, the theoretical 
work will grow out of the practical needs. 

f. Amount of time given to practical productive work. 

This will depend upon the school chosen. If one where the pupils 
come in from the country and live in the practice house, the^ will 
do their own housework. If in a larger community where the 
pupils all live at home and there is a cafeteria, a definite proportion 
of the work will be planned towards that end and towards some 
home projects. 

g. At least thirty weelJs. 

h. Hours of instruction per week — probably based on the five 
hour daj'. 

i. Qualifications of a teacher. 

1. Either must' have lived in a demonstration home or 
prove that she has had practical experience in the management 
of the home, and that she understands the principles of super- 
vision. 

2 and 3. Graduate of a recognized college with a four year 
course. A slightly lower standard may be accepted, if a 
strong woman with good training in the special subjects and 
fine experience can be found. 
E. Day schools in towns of more than 25,000. 
If war training classes reduce the amount available for Home Econo- 
mics, only one department will be assisted and it has not been decided 
as between Class C and D. The outline under "C" shows our general 
policy. In the smaller towns the related subjects would be added 
to the practical subjects to make one-half of school time. 

"V . Teacher- training : 

1. Part of fund ($9,327.50 for 1918-19) used for: 

A. Agricultural subjects^5%. 

B. Trade and industrial subjects — 20%. 

C. Home Economics subjects — 25%. 
*D. Supervision and maintenance — 30%. 



102 Report of [W. Va- 

*The plans under which the money referred to under D will be submitted in 
detail to the Federal Board for approval before reimbursement from Federal 
funds is asked. 

Note — ^This is not to be used as a future index of our evaluation of the subjects, 
but is intended to show present needs and conditions. 
2. Agriculture. 

A. Kinds of schools and classes. 

a. All teacher-training work will be conducted by the College 
of Agriculture, West Virginia University, at Morgantown, W. Va., 
through: 

1. A regular course of study pursued by resident students. 

2. Special courses in the Summer School. Students en- 
rolled in the regular teacher-training course may thus com- 
plete a part of the work in the summer session. 

3. Extension classes for teachers already in service in 
communities where groups of not less than four teachers may 
be formed. Instruction to these special groups will be in 
professional subjects designed for agricultural college graduates 
who lack this training. 

B. Length of course. 

a. The regular course for teacher-training covers four years. 
' b. 144 semester hours are required for graduation in the voca- 

tional course. 

C. Entrance requirements? 

Fifteen units from a duly accredited secondary school will be required 
for admission to the teacher-training course. 

D. Courses of study. 

The following one hundred and four hours of the required one hundred 
and forty-four semester hours necessary for graduation are prescribed 
for students who elect their major in vocational agricultural education. 
The remaining forty hours must be elected from such courses as may be 
prescribed by the class officer. As a rule the courses are distributed 
as follows : 

Agriculture 40 per cent 

Sciences 30 per cent 

Humanistic 20 per cent 

Professional 10 per cent 

a. Agriculture: 

Introduction to agriculture 1 hour 

Introduction to animal husbandry 4 hours 

Farm dairying 3 hours 

Farm poultry 3 hours 

Soil fertility 4 hours 

Farm crops 4 hours 

Vegetable gardening 3 hours 

Pomology 3 hours 

Entomology 4 hours 

Farm management " 3 hours 



1918.] State Board of Regents. 103 



Rural economics 3 hours 

Rural engineering 4 hours 

39 hours 

b. Sciences: 

Botany (agricultural) 8 hours 

Bacteriology 3 hours 

Chemistry (inorganic) 8 hours 

Chemistry (organic) 3 hours 

Physics 8 hours 

Zoology 4hours 

34 hours 

c. Humanistic: 

English 6hours 

Economics 3 hours 

Sociology 3 hours 

American economic history 3 hours 

Military science 4 hours 

19 hours 

d. Professional: 

Theory and admin, of vocational education 3 hours 

Vocational agricultural education (organization, 

method, practice teaching) 4 hours 

History of agricultural education 2 hours 

Psychology of learning and teaching 3 hours 



12 hours 

E. Provisions for observations and practice teaching. 

By a co-operative arrangement with the board of education of Mor- 
gantown, the vocational agricultural department in the local high 
school is used for observation and practice teaching. 

F. Before graduation a student must offer satisfactory evidence of 
at least two years of active experience on the farm, or, in lieu of such 
experience, prove through tests and demonstrations that he is familiar 
with all ordinary farm operations. 

G. The completion of the four-year course outlined above will satisfy 
the state requirement for a Special Certificate in Vocational Agriculture. 
The special professional work offered in the University Summer School 
and in the Extension Classes will enable graduates of the College of 
Agriculture to complete the required special work and to secure this 
Special Certificate without examination. 

3. Trades and industries. 

Note — ^The work is not far enough advanced to make it worth while to 

follow the outline here, and put on paper what cannot be accomplished. 

The following notes give a faithful statement of our plans and hopes for 

1918-19. 

General Agreement. Before classes are established a complete outline of 

the plan will be submitted to the Federal Board, and if necessary, will be modified 

so as to meet the aoproval of the Federal Board. 



104 Report of [W. "/ \. 

A. Kinds of schools and classes. 

a. West Virginia University. 

1 . The regular college course to prepare this class of teachers 
will not be announced for 1918-19. No students for such a 
course of college length are in sight. After a year of searching 

for students and studying the field, we hope to announce 
such a course. 

2. Promising tradesmen or shop teachers and well trained 
college men will be given vocational professional courses 
six to nine weeks in length at the West Virginia University 
during the summer. Such work is being conducted. 

b. Teacher-training groups will be organized at Wheeling, 
Parkersburg, Huntington, Charleston, and possibly, Fairmont 
or Clarksburg. The vocational teachers will be brought together 
for ten to twenty periods for a discussion of teaching problems. 

The teacher-trainer will visit each teacher at work and in per- 
sonal conference to help organize material and improve methods. 

B. Work to be undertaken. 

a. Shop teachers. These, for the most part, being workmen* 
will be given a few lessons in organization and handling of classes! 
the analysis of material; and the guiding principles of method. 
They will be furnished syllabi, and references to good books, 
bullestins, articles and outlines. 

Those who show promise and permanent interest will be urged 
to attend short courses at the State University during the summer 
to meet the requirements under "Evening industrial schools and 
classes" under B-h. 

b. Teachers of related subjects. Persons of Junior or Senior 
standing in the State University with a good background of scien- 
tific training will be urged to enter special vocational teacher- 
training classes during second semester and summer term. 

c. Our School Code Commission will be asked to submit to the ' 
Tiext Legislature — January, 1919 — a certification law for voca- 
tional teachers. In the meantime, special local or state emergency 
certificates can be provided for teachers not having regular cer- 
tificates. 

4. Home Economics. 

Note — ^The arrangement of this course is subject to revision through 
advise of the Federal Board or its representative. Reimbursement for 
teachers ofTering this course will be subject to the approval of this section 
of the State Plans by the Federal Board. 

A. The course will be offered at West Virginia University, College 
of Agriculture, Department of Home Economics. 

Note — ^Through visitation and distribution of outlines and suggestions 
help will be given to teachers in service, but no regular centers will be 
organized. 

B, Entrance requirements — fifteen units from an accredited secon- 
dary school. 



1918.] State Board of Regents. ' 105 

C. Length of course. 

a. The course is four years in length. 

b. Requires completion of 128 semester hours. 

D. Course of study. 

Freshman Year— First Semester 

Rhetoric and composition 3 hours 

English literature 2 hours 

Inorganic chemistry 4 hours 

Preparation of food 4 hours 

English history 3 hours 

16 hours 

Second Semester » 

Rhetoric and composition 3 hours 

English literature 2 hours 

Inorganic chemistry 4 hours 

Preparation of food 4 hours 

English history 3 hours 

16 hours 

Sophomore Year — First Semester 

Sewing 4 hours 

Agricultural botany 4 hours 

Applied design 4 hours 

Principles of study 3 hours 

Electives 2 or 3 hours 



18 hours 
Suggested elective: English 32 or 33. 

Second Semester 

Sewing 3 hours 

Agricultural botany 4 hours 

Psychology of teaching 3 hours 

Textiles 3 hours 

Electives 2 or 3 hours 



15 or 16 hours 
Suggested .elective: English 46 or 40. 

Junior Year — First Semester 

Organic chemistry 3 hours 

Dietetics 2 hours 



106 Report of [W. VAk. 

Home cookery 3 hours 

Electives 8 hours 

16 hours 
Suggestive electives: Education,!; Horticulture, 2; Home Economics, 22 

Second Semester 

Foods Groxjp 

Hygiene and sanitation 2 hours 

Home cookery 2 hours 

Dietetics 3 hours 

General bacteriology 3 hours 

Electives 6 hours 

16 hours 
Suggested electives: Education, 5; Poultry, 1; Home Economics, 9, 14 andi 
23. 

Clothing Group 

Hygiene and sanitation 2 hours 

Hygiene of the family 2 hours 

Garment construction 3 hours 

Home decoration 3 hours 

General bacteriology 3 hours 

Electives 3 hours 

16 hours- 
Suggested electives: Education, 5; Poultry, 1; Home Economics, 23. 

Senior Year — First Semester 

Regular Course 

Sociology 3 hours 

Electives 13 hour& 



16 hours 



Teachers' Group 



Sociology 3 hours 

H. E. in public schools 2 hours 

Principles of teaching 3 hours 

Electives 8 hours 

16 hours 
Suggested electives: Home Economics, 16; Home Economics, 18; Mechan- 
ical Drawing, 21. 



1918.] State Board of Regents. 107 

Second Semester 

Regular Course 

Child welfare 2 hours 

Electives 14 hours 



16 hours 

Teachers' Groxjp 

Teachers' course 3 hours 

Teaching high school 2 hours 

Child welfare 2 hours 

Electives 9 hours 



16 hours 
Suggested electives: Home Economics, 17 or Home Economics 25. 

E. Provisions for observation and practice teaching. 

a. The classes in Home Economics in Morgantown Public- 
School. 

b. Each student will teach at least fifteen lessons during the 
Senior year. 

(This amount will be increased or work equivalent in nature added after 
Federal Board has been consulted.) 

c. This work is done in co-operation with the department 
of education. 

F. Graduation requirements. All students shall have lived in 
the demonstration home or in case of students living in town, its equiva- 
lent will be planned by means of the apartment. 

G. Students completing the prescribed course will receive the 
certificate from the State Vocational Board through the State Board 
of Education. 



